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343     =4        *B   HP   713  I  - 

An  Outline 

of 

Physical  Education 

for 

Primary  and  Grammar  Schools 
Junior  High  Schools  and 
Schools 


By 

Ernst  Hermann 

Director  of  Physical  Education,  Public  Schools,  SomerviUe,  Mass. 

Superintendent  of  Playgrounds,  Newton,  Mass. 
Instructor  in  Swedish  Gymnastics,  Dr.  D.  A.  Sargent 

School  of  Physical  Education 
Playground  Architect,  Cambridge,  Ma.1- 


1917 


ll 


An  Outline 

of 

Physical  Education 

for 

Primary  and  Grammar  Schools 

Junior  High  Schools  and 

High  Schools 


By 

Ernst /Hermann 

Director  of  Physical  Education,  Public  Schools,  Somervflle,  Mass. 

Superintendent  of  Playgrounds,  Newton,  Mass. 
Instructor  in  Swedish  Gymnastics,  Dr.  D.  A.  Sargent 

School  of  Physical  Education 
Playground  Architect,  Cambridge,  Mass. 


1917 


Copyright,  1917 
By  ERNST  HERMANN 


THE  UNIVERSITY  PRESS,  CAMBRIDGE,  MASS. 


CONTENTS 

PAGE 

THE  VALUE  OF  PHYSICAL  EDUCATION i 

THE  MAIN  OBJECT  OF  DAILY  PHYSICAL  TRAINING  PERIODS 5 

PROGRAM  OF  A  TYPICAL  PHYSICAL  TRAINING  LESSON 6 

GROUP  I.    GRADES  i,  2,  AND  3 8 

Typical  Warming- Up  Period    8 

Educational  Period    9 

A.  Plays  and  Games 1 1 

B.  Folk  Dances    22 

THE  VALUE  OF  RHYTHMIC  EXERCISES,  SINGING  GAMES,  AND  FOLK  DANCES  ....  20 

Key  to  Folk  Dance  Illustrations 24 

GROUP  II.  GRADES  4,  5,  AND  6 31 

A  Typical  Formal  Warming-Up  Period  34 

Educational  Period 37 

A.  Plays  and  Games ' 39 

B.  Folk  Dances    50 

C.  Formal  Gymnastic  Lesson 58 

THE  VALUE  OF  PLAYS  AND  GAMES  AND  THEIR  CONDUCT 37 

THE  VALUE  OF  FORMAL  EXERCISES 54 

General  Instructions 55 

The  Fundamental  Standing  Position 56 

The  At-Ease  Position    56 

Change  of  Front  of  Pupils    56 

Spinal  Exercises  57 

Breathing  Exercises  57 

Balance  Exercises    57 

Commands     58 

GROUP  III.   JUNIOR  HIGH  SCHOOLS  AND  GRADES  7,  8,  AND  9 64 

General  Directions    64 

Team  Organization    .- 64 

Captains   64 

Election  of  Officers 65 

The  Business  of  Captains 65 

After-School  Schedules 66 

The  Business  of  Secretaries 66 

The  Official  Score  Card 66 

iii 


PAGE 

Educational  Period 69 

A.  Plays  and  Games 70 

B.  Folk  Dances 88 

The  Educational  Value  during  Adolescence 88 

C.  Formal  Gymnastics  93 

Order  of  Exercises  and  their  Aim 93 

Sample  Lessons    94 

GAMES   FOR   THE   DEVELOPMENT   OF   MANIPULATIVE    SKILL,   JUDGMENT,    AND 

ATTENTION  105 

Play  Implements  106 

General  Directions 106 

Judging 107 

Fouls  108 

Scoring 108 

Walking  and  Rurming 108 

Relay  Races 108 

Relay  Passing  Races  108 

Relay  Tossing  Races 108 

Tossing  and  Catching  with  Bean  Bags  and  Balls 109 

Rope-Quoit  Tossing  and  Ringing  without  Pins 109 

Bowling 109 

Tossing  Rope  Quoits  over  Pins no 

Games  without  Apparatus no 

Games  with  Bean  Bags,  Rope  Quoits,  and  Indoor  Baseballs in 

Candle-Pin  Games 112 

Bowling  Games  with  Indoor  Baseball  114 

Rope-Quoit  Pin  Toss 114 

Target  Toss 115 

Games  with  Blocks 1 16 

SETTING-UP  EXERCISES  FOR  USE  IN  HIGH  SCHOOLS  AND  JUNIOR  HIGH  SCHOOLS  . .  121 

Why  are  these  Drills  Needed  in  our  High  Schools  ? 122 

Aim  of  Each  Drill  . .  x. 122 

Best  Time  for  these  Drills 122 

How  to  Make  these  Drills  Attractive 123 

Prize  Competitions   124 

Teachers,  Leaders,  and  Commands  . .- 124 


IV 


PHYSICAL   EDUCATION 


THE    VALUE    OF    PHYSICAL    EDUCATION 

FROM  whatever  point  of  view  we  study  the  value  of  motor  education  as 
a  part  of  every  child's  education,  we  find  it  of  such  great  importance  both 
pedagogically  and  hygienically  that  we  cannot  consider  it  a  minor  phase 
of  education  any  longer.  In  fact,  a  brief  review  of  the  factors  which  have 
always  influenced  human  growth  and  development,  physical  as  well  as 
mental,  must  convince  us  of  the  need  of  paying  more  attention  to  the 
motor  education  of  our  children. 

Xobody  will  deny  that  the  environment  of  a  child  is,  next  to  its  racial 
inheritance,  the  most  powerful  factor  in  its  development  towards  mature 
physical,  mental,  moral,  and  social  efficiency. 

The  inherited  instincts  and  faculties  with  which  Nature  endowed  a 
child  at  birth  need  an  environment  true  to  Nature  to  unfold  perfectly  and 
harmoniously.  The  budding  and  blossoming,  ripening  and  fruit-bearing 
qualities  are  alike  in  plants  and  animals,  inasmuch  as  they  need  the  un- 
tampered  glorious  Nature  for  normal  growth.  Just  as  much  as  a  rosebud 
will  cease  to  open  its  petals  when  removed  from  its  natural  environment, 
so  will  the  budding  child  cease  to^fold  to  its  fullest  beauty  of  human 
perfection  if  natural  influences  are  prostrated. 

The  unfolding  of  a  child's  body,  mind,  and  soul  cannot  be  altered  in  its 
sequence,  nor  can  it  unfold  perfectly  in  any  other  sequence  than  the  one 
which  gradually  made  greater  and  more  wonderful  its  racial  inheritance. 
Mind  and  soul  of  man,  in  the  past  history  of  his  development,  grew  only 
in  proportion  as  his  environment  stimulated  the  growth  of  his  motor  facul- 
ties. Each  child  must  recapitulate  this  racial  growth  during  its  unfolding 
years. 

This  sequence  was  from  the  animal  stage  through  that  of  savage  man, 
then  through  the  primitive  stage  to  that  of  the  first  social  cooperative 
existence  of  the  nomad  and  the  tribe.  Then  came  the  great  period  of 
man's  mental  development  when  he  forced  an  existence  by  the  labor  of 
his  muscles,  particularly  his  hands,  and  lived  by  the  sweat  of  his  brow. 
Then  came  the  great  period  of  marvelous  mental  growth.  The  work  and 
problems  of  agriculture,  architecture,  engineering,  sociology,  government, 
etc.,  demanding  great  mental  powers,  found  man's  brain  sufficiently  or- 
ganized. His  brain  had  acquired,  through  innumerable  motor  experiences, 
a  capacity  for  accumulating  and  for  logical  ordering  of  divers  facts.  Man 
the  builder  made  man  a  thinker. 

This  was  the  sequence  of  man's  evolution  and  it  must  ever  be  the  order 
of  a  child's  development. 


Interfere  with  this  sequence,  leave  out  a  part  of  the  process,  hurry  or 
force  this  development,  and  incomplete  man  must  result.  To  be  sure,  we 
may  raise  a  fruit  without  seeds  and  it  may  be  beautiful  and  even  useful, 
but  for  further  evolution  the  fruit  is  useless. 

We  may  develop  a  mental  phenomenon  with  the  help  of  inherited 
fundamental  capacity,  but  we  cannot  reverse  the  process.  Mental  capacity 
is  an  outcome  of  the  motor  experiences  of  the  past  of  many  generations 
without  impairment  of  inherited  motor  efficiency.  Mental  development 
which  impairs  motor  efficiency  will  create  men  incapable  of  transmitting  to 
their  offspring  that  which  made  them  mentally  efficient. 

It  took  generations  and  generations  of  motor  experiences  to  make  a 
master  mind,  but  a  few  generations  of  neglect  of  motor  development  will 
wipe  out  inheritable  mental  capacity. 

Nor  is  it  possible  for  the  average  human  child  to  make  use  of  a  rich 
mental  inheritance  unless  the  child  itself  develops  its  motor  side  during  its 
growing  years. 

Thus  inheritance  plus  environment  determines  a  child's  future  efficiency. 

If  the  environment  is  rich  in  opportunities  for  receiving  sense  stimula- 
tions, and  the  environment  allows  the  child  to  react  with  motor  expres- 
sions, the  child  will  acquire  mental  efficiency. 

Thus  we  find  that  the  brain-building  value  of  motor  education  over- 
shadows other  values,  since  it  will  require  great  will  power  on  the  part  of 
most  men  and  women  of  the  future  to  recreate  for  themselves  a  world 
capable  of  further  physical  evolution. 

We  can  realize  this  only  if  we  study  the  environment  and  the  conditions 
of  children  below  adolescence.  Somewhat  before  this  period  the  physical 
growth  of  the  brain  is  completed. 

The  development  and  modification  of  the  motor  areas  of  the  brain  dur- 
ing these  years  determine  to  a  very  large  extent  the  future  mental  capacity 
of  the  child.  If  the  motor  life  of  the  child  is  a  limited  one  during  these 
years,  its  capacity  for  future  mental  training  will  be  limited. 

Dr.  G.  Stanley  Hall  says :  "  The  motor  areas  are  closely  related  and 
largely  identical  with  the  psychic,  and  muscle  culture  develops  brain  cen- 
ters as  nothing  else  yet  demonstrable  does.  Muscles  are  the  vehicles  of 
habituation,  imitation,  obedience,  and  of  character  and  of  manners  and 
customs.  For  the  young,  motor  education  is  cardinal." 

Herein  lies  the  foundation  of  our  education.  But  this  foundation  is 
practically  laid  before  the  children  come  to  school.  Why  is  it  that  our 
children  do  seem  to  lose  interest  after  a  few  years  of  schooling  ? 

Why  is  it  that  even  in  our  upper  grammar  grades  practically  one-half  of 
our  pupils  need  an  intellectual  forcing  process?  Why  do  we  have  so 
many  young  precocious  children  who  soon  fall  below  the  average  ? 

The  reason  lies  in  the  poor  motor  life  of  the  child  before  it  comes  to 
school  and,  consequently,  in  a  too  early  application  to  purely  mental  train- 
ing when  it  enters  school. 

No  other  age  of  childhood  is  more  largely  handicapped  than  the  pre- 
schooling  age  and  the  early  school  years.  The  home  environment  of  a 
child  up  to  twelve  years  of  age  is  the  greatest  drawback  of  our  civilization. 

"  Ash-barrel  backyards  "  and  "  clothesline  rear  porches  "  are  the  train- 
ing grounds  of  young  America.  The  streets  are  now  unsafe.  The  houses 


are  overstocked  with  ready-made  furniture.  Stairs,  alleyways,  and  nar- 
row sidewalks  are  all  that  is  left.  Even  in  the  better  homes  the  child  has 
no  room  to  play.  Creeping  among  fancy  furniture  and  bric-a-brac,  dressed 
up  like  dolls,  hours  a  day  in  perambulators,  and  not  even  a  mother's  lap 
for  first  leg-work  is  possible. 

Where  do  our  boys  get  their  opportunities  for  chores  and  occupation 
play?  The  father  is  never  home,  and  the  old-fashioned  doing  of  things 
in  the  home  and  for  the  home  has  disappeared.  Everything  is  ready- 
made. 

Even  if  the  young  child  does  now  get  valuable  sense  stimulations  from 
his  environment,  where  is  the  chance  for  him  to  react  upon  them  with 
his  muscles  ?  There  is  no  educational  value  in  sense  stimulation  without 
motor  reactions.  How,  then,  can  he  have  a  well-developed  motor  brain 
when  he  comes  to  us  in  the  schools  ?  Is  it  wise  under  these  conditions  to 
submit  him  at  once  and  only  to  intellectual  training  ?  Is  it  wise  to  submit 
him  to  long  periods  of  sedentary  training  ?  Is  it  wise  to  demand  applica- 
tion and  concentration  in  purely  mental  matters? 

Would  it  not  be  better  to  give  him  for  several  years  more  an  environ- 
ment where  spontaneous  application  is  possible,  where  his  motor  brain  will 
have  time  to  mature,  and  where  his  social  instincts  can  be  cultivated  by 
means  of  free  and  wholesome  mingling  with  other  children?  It  would 
be  better  to  postpone  our  intellectual  education  a  number  of  years  and  to 
start  a  few  years  earlier  by  providing  him  with  a  playground  where  his 
imagination  may  be  stimulated  and  where  his  spontaneous  enthusiasm 
may  find  wholesome  and  diversified  motor  outlets. 

By  playgrounds  we  do  not  mean  only  a  ball  field  or  a  place  filled  with 
swings  and  other  apparatus,  but  a  place  where  the  child  can  get  in  touch 
with  "  mother "  earth,  a  place  resembling  an  old-fashioned  backyard, 
garden,  or  farm,  or  a  place  full  of  opportunities  for  doing  things,  for 
caring  for  things,  and  for  testing  latent  powers  of  muscular  control,  a 
place  filled  with  opportunities  for  occupation  play  and  for  imitation  of 
everything  that  moves. 

All  students  of  social  conditions  are  agreed  that  we  yet  lack  an  inherent 
regard  for  law  and  order  and  deep  respect  for  chosen  leaders. 

It  is  truly  astonishing  to  observe  the  rapid  deterioration  of  the  manners 
of  our  young  people  almost  as  soon  as  they  leave  the  school.  It  is  re- 
markable how  soon  even  the  school  youngsters  degenerate  during  vaca- 
tions when  they  are  out  of  their  "  glad  "  school  clothes. 

They  very  soon  seem  to  turn  into  a  crowd  of  young  unmannerly  row- 
dies with  nasty  speech  and  nasty  manners.  Those  who  are  students  of 
social  conditions  and  those  who  have  come  into  contact  with  the  "  gangs  " 
in  our  parks  and  playgrounds  are  astounded  by  the  fact  how  rapidly  boys 
and  girls  who  have  only  recently  graduated  turn  into  a  tough  lot  of 
loafers.  Not  all  of  them  by  any  means,  and  not  even  a  majority  of  them, 
but  enough  to  make  us  wonder  what  is  wrong  with  our  school  system. 

The  real  culture  which  a  boy  and  a  girl  get  in  school  will  show  itself 
best  if  they  turn  into  self-respecting  wage  earners,  if  they  turn  into  self- 
respecting  citizens,  if  they  become  honest  voters  and  law-abiding  citizensr 

What  is  wrong,  then,  with  our  schools?  Is  it  perchance  the  hard- 
working teacher  or  is  it  the  system?  Is  it  that  the  teacher  has  no  real 

3 


chance  to  know  the  boys  and  girls  sufficiently  long  enough  to  let  their 
sweet  example  bear  fruit?  Can  it  be  that  the  average  teacher  has  lost 
her  hold  over  the  boys  and  girls  because  the  disciplinary  powers  have 
been  taken  away  from  her  and  the  "  bad "  boys  do  not  get  spanked 
sufficiently?  This  is  all  more  or  less  true.  It  all  has  more  or  less  con- 
tributed to  the  ineffectiveness  of  overcoming  insubordination  and  vicious 
habits.  But  the  greatest  fault  lies  in  our  ridiculous  system  of  marshaling 
the  children  in  the  schools  from  the  first  minute  to  the  last. 

It  is  a  strait- jacket  discipline,  with  the  desk  as  the  jacket,  the  room 
as  the  cell,  and  the  magnificent  "  aesthetically "  furnished  building  as 
the  prison,  where  a  boy  may  not  shout  nor  step  from  room  to  room,  where 
they  are  marched  two  by  two  in  lockstep  to  the  basement  and  finally  out 
of  the  building  where  the  teacher  comes  half  an  hour  earlier  than  the 
children  and  where  the  teacher  leaves  half  an  hour  after  the  children 
have  left,  and  where  the  children  come  noiselessly  and  on  tiptoes  into 
the  classroom  to  step  into  the  strait-jacket  for  the  day.  Never  a  chance 
for  the  teachers  to  see  their  pupils  in  a  truly  uncontrolled  state. 

There  is  to-day  hardly  need  for  more  arguments  in  favor  of  more  out- 
door school  work,  but  there  is  still  much  need  of  a  better  understanding 
by  the  general  public  of  the  high  educational  value  of  motor  activities 
in  the  development  of  an  efficient  central  nervous  system,  and  the  great 
influence  which  organized  play  may  exert  in  the  building  of  character. 
Organized  exercises  not  only  insure  an  equal  opportunity  for  every  child, 
be  he  weak  or  strong,  but  it  gives  the  teacher  an  opportunity  to  know  the 
real  child  —  the  child  as  he  unbends  during  spontaneous  action,  as  he 
unfolds  during  intense  application  and  when  close  to  nature.  The  school- 
room child  is  a  product  of  an  artificial  environment.  The  playground* 
child  is  a  product  of  fundamental  emotions  and  hereditary  instincts.  To 
get  hygienic  results  with  normal  children  no  means  can  possibly  surpass 
in  value  such  vigorous  outdoor  activities  as  running,  leaping,  skipping, 
bending,  twisting,  and  reaching,  especially  if  they  are  the  result  of  spon- 
taneous interest  and  unconscious  application.  We  have,  therefore,  in  the 
plays  and  games  of  children  and  the  sports  and  athletic  activities  of  youth 
a  most  excellent  agent  in  maintaining  physiological  efficiency  during 
school  hours. 

Play,  then,  as  a  method  of  recreation  and  of  physical  training  is  unsur- 
*  passed,  because  it  uses  established  coordinations  and  fundamental  muscles, 
especially  if  a  variety  of  games  is  practiced.  It  develops  vital  and  func- 
tional strength  rather  than  mere  muscular  strength,  on  account  of  the 
large  extent  to  which  the  majority  of  the  big  groups  of  muscles  are  in- 
volved. It  is  at  least  equal  to  gymnastics  so  far  as  these  are  used  as  pre- 
ventive measures,  because  play  and  games  are  a  fundamental  demand  in 
the  life  of  young  children,  and  it  is  only  because  school  interferes  too  much 
with  these  fundamental  elements  of  child  life  that  later  corrective  meas- 
ures become  necessary.  If  our  educational  methods  and  laboratories  and 
machinery  conformed  more  to  elementary  child  life,  less  corrective  meas- 
ures would  be  needed. 

But  we  appreciate  also,  since  the  advent  of  experimental  psychology 
and  pedagogy,  that  a  rational,  wholesome,  safe,  and  sane  motor  life 
throughout  childhood  affects  beneficially  not  only  the  child's  health,  in 


the  commonly  accepted  sense  of  this  term,  but  that  it  affects  equally  as 
favorably  the  intellectual  and  moral  life.  We  appreciate  more  than  ever 
that  moral  strength  is  dependent  upon  physical  health,  that  character  is 
in  the  main  a  "  plexis  of  motor  habits,"  that  "  man  is  what  he  does  " ;  in 
other  words,  we  know  that  in  order  to  be  really  efficient  men  we  must 
not  only  be  healthy  in  body,  but  must  have  a  healthy  and  rational  mind. 
Rational,  safe,  and  sane  mentality  is  the  outcome  of  a  rational  motor  life, 
i.e.,  rational  play  life.  The  motor  experiences  of  childhood  determine  to 
a  large  extent  our  habits  and  our  character. 

Plato  said,  "  The  play  of  children  has  the  mightiest  influence  on  the 
maintenance  or  non-maintenance  of  laws."  It  is  this  emphasis  on  the 
benefit  of  play,  this  great  ethical  force,  which  the  judges  of  juvenile 
courts  see  in  the  playground  activities,  and  it  is  for  this  reason  that  I 
believe  in  making  play  a  part  of  our  school  education.  Unlike  other 
cultural  agencies  for  the  development  of  the  moral  side  of  man,  we  re- 
turn to  the  fundamental  activities  of  the  body  to  get  the  highest  type  of 
character.  If  we  once  appreciate  that  mind,  body,  and  soul  are  inter- 
dependent, we  shall  see  that  the  soul  can  best  be  reached  through  well- 
directed  and  organized  physical  activities  in  which  the  whole  child  is 
interested.  Physical  education  offers  more  opportunities  for  ethical  cul- 
ture than  any  other  agency  because  it  never  separates  these  three  parts. 

Our  school  recesses  offer  a  splendid  opportunity  for  the  development 
of  good  habits  of  play.  To  be  sure,  the  large  number  of  children  which 
have  to  be  accommodated  makes  this  a  hard  problem  during  school  hours, 
yet  I  find  that  organized  recesses  lead  up  to  better  free  play  and  to  good' 
habits  of  recreation.  //  is  the  teacher's  principal  means  of  reaching  the 
whole  child.  It  helps  the  child  by  counteracting  the  evil  effects  of  seden- 
tary occupations,  it  fosters  character  and  civic  virtue,  it  develops  the  motor 
brain,  makes  intellectual  training  easier  and  the  whole  school  life  more 
attractive,  and  last  but  not  least,  it  makes  the  teacher  more  attractive  to  the 
children,  becoming  as  much  a  boon  to  the  one  as  to  the  other. 

We  are  more  than  ever  learning  that  education  for  service  demands  on 
the  part  of  the  teacher  a  knowledge  of  the  whole  child  and  not  a  knowledge 
of  his  capacity  for  academic  training  alone.  How  are  we  going  to  know 
about  the  "wrinkles"  in  a  child's  character  and  how  can  we  find  out  the 
"  queer  "  habits  he  may  be  developing,  unless  we  give  him  a  chance  to 
expose  them?  It  is  a  teacher's  business  to  iron  out  the  wrinkles  and  to 
train  aii'Ciy  the  queer  habits. 


THE    MAIN    OBJECT    OF    DAILY    PHYSICAL   TRAINING 

PERIODS 

THE  first  object  of  a  physical  education  lesson  is  to  insure  physiological 
efficiency  of  pupils  and  teachers  during  the  indoor  sessions  and  while 
they  are  engaged  in  sedentary  occupations.  Our  aim  must  be,  therefore, 
to  make  our  periods  of  sedentary  work  and  intense  mental  application 
conform  to  the  average  powers  of  endurance  of  the  ordinary  child,  and 
to  alternate  these  periods  with  periods  of  sufficient  vigor  and  general 
muscular  activity  in  the  best  possible  hygienic  environment. 


This  means  that  the  exercises  should  be  vigorous  enough  to  stimulate 
wholesome  circulation  of  the  blood  and  lymph  and  deep  respiration.  This 
can  result  only  if  the  exercises  are  many  times  repeated,  if  they  are  of 
more  or  less  rhythmical  nature,  and  if  the  fundamental  muscles  of  the 
body  are  brought  into  vigorous  action.  The  traditional  running,  skipping, 
and  leaping  games  of  children  are  of  such  a  nature.  — 

Since  children  have  but  limited  powers  of  endurance,  since  these  are 
subject  to  great  variation  of  changes  with  each  child  from  day  to  day, 
and  since  these  differ  greatly  with  different  children,  it  would  be  safest 
to  have  rather  frequent  intermissions  and  recesses.  The  younger  the 
children  are  and  the  more  intense  the  purely  nervous  application  is,  the 
more  often  should  we  have  vigorous,  general  muscular  work.  Seasons, 
as  well  as  weather  conditions,  light,  ventilation,  and  temperature  of  the 
rooms,  all  have  their  bearing  upon  physiological  efficiency.  Cool,  fresh 
air  stimulates ;  hot  and  dry  air,  as  well  as  dark,  sultry  weather,  depresses 
efficiency.  Spontaneous  enthusiasm  from  any  kind  of  work  is  less  wear- 
ing than  forced  application  and  nervous  tension.  The  first  aim  of  physical 
training  is,  therefore,  to  improve,  the  hygiene  of  the  body.  It  means  that 
we  must  keep  the  child's  physical  mechanism  in  such  a  state  of  general 
efficiency  that  his  intense  interest  in  mental  work  can  be  carried  on  for  a 
sufficient  length  of  time  without  causing  interference  with  physical  growth. 

The  average  twentieth-century  child  has  not  only  less  opportunity  in 
the  home  environment  for  developing  a  strong,  robust,  physical,  and  nerv- 
ous system  before  starting  school  education,  but  he  has  to  start  rather  too 
early  and  must  continue  for  more  years  than  his  ancestors  if  he  is  to  be 
fitted  for  modern  conditions.  All  this  to-day  makes  it  very  much  more 
imperative  that  we  take  the  best  of  care  of  his  physical  mechanism  if  we 
want  him  to  be  also  a  good  learner. 

Outdoor  recesses,  both  morning  and  afternoon,  with  an  opportunity  for 
every  child  to  participate  in  vigorous  play,  are  excellent  means  to  insure 
against  overstrain  in  the  classroom.  We  are,  unfortunately,  handicapped 
by  the  size  of  our  yards,  by  the  large  numbers  of  children  in  each  build- 
ing, by  the  surface  conditions  of  the  yards,  by  our  climatic  conditions, 
and  by  the  lack  of  experience  in  vigorous  games. 

For  the  upper  grades  a  fifteen  to  twenty  minutes'  recess  both  morning 
and  afternoon  would  prove  very  effective,  providing  it  was  organized, 
and  providing  the  children  could  learn  to  manage  these  games  themselves. 

The  lower  grades  should,  however,  have  at  least  two  or  more  short 
intermissions,  each  from  three  to  five  minutes,  both  morning  and  afternoon. 

Program  of  a  Typical  Physical  Training  Lesson 

A  lesson  is  to  be  divided  into  four  periods.  If  there  are  more  than 
fifteen  minutes  available  for  a  lesson,  arrange  the  periods  in  the  same 
proportions  as  given  for  a  fifteen-minute  lesson. 

I    Period  (four  minutes).     Warming-Up  Period 

Marching,  running,  skipping,  mark  time,  mark  time  with  high 
knee  bendirg,  slow  marching,  heel  raising  with  deep  knee  bend- 
ing, etc.,  and  breathing  exercises. 

6 


II  Period  (four  minutes).    Educational  Period 

A.  If  formal  gymnastics  are  needed,  use  the  follozving  order: 

1.  Spinal  Exercises  (for  straightening  the  spine) 

2.  Shoulder  Exercises  (for  strengthening  the  muscles  back 

of  the  shoulders  and  around  the  shoulder  blades) 

3.  Chest  Exercises  (for  enlarging  the  chest) 

4.  Balance  Exercises   (for  strengthening  volitional  control 

of  body) 

5.  Alternate    Side    Exercises     (for    strengthening    waist 

muscles) 

6.  Jumping   Exercises    (for   improving  strength  of  joints 

and  general  skill) 

B.  If  the  pupils  lack  knowledge  of  and  experience  in  recrea- 

tional activities,  use  this  educational  period  for  teaching 
new  plays,  games,  or  dances,  or  develop  more  thorough 
organization,  cooperation,  and  leadership  in  organized 
games. 

Keep  in  mind  that  games,  plays,  and  dances,  to  be  truly 
recreational,  must  become  "  easy  to  do."  Thus  only  can 
they  become  joyful.  Furthermore,  if  plays,  games,  and 
dances  are  to  become  a  part  of  the  daily  play  life  of  the 
children,  they  must  habitually  and  subconsciously  submit 
(faH  into)  to  organization. 

III  Period  (five  minutes).    General  Exercise  Period 

During  this  period,  only  previously  learned  plays,  games,  dances, 

or  applied  gymnastics  should  be  practiced. 

It  is  essential  that  skill  and  organization  are  of  such  a  nature 

that  practically  every  child  is  kept  vigorously  active,  and  that  the 

whole  musculature  of  the  child  is  more  or  less  actively  engaged 

throughout  this  period. 

If  this  period  is  effective,  it  must  be  noticeable  to  an  observer 

that  the  respiration  of  every  child  is  deeper  and  fuller,  and  that 

the  skin  is  at  least  flushed  a  deeper  red,  if  not  actually  moist  with 

perspiration. 

IV  Period  (two  minutes).    Quieting  Period 

Slow  and  rhythmic  repetition  of  leg,  hip,  and  arm  exercises 
should  be  practiced  here.  The  purpose  of  these  exercises  must 
be  to  assist  circulation  to  become  normal,  and  to  get  physical  and 
nervous  tone,  which  favors  sedentary  work  and  instant  mental 
application. 


GROUP  I.     GRADES  1,  2,  and  3 

These  exercises  are  arranged  for  use  by  grades  in  three  groups.  The 
plays,  games,  dances,  and  exercises  given  in  detail  are  the  minimum  re- 
quirements for  a  school  year,  and  every  child  should  be  able  to  participate 
effectively  in  all  this  work  according  to  the  group  to  which  the  child 
belongs. 

A  supplementary  list  of  plays,  games,  and  dances  is  also  given,  but  these 
should  be  attempted  only  after  the  required  work  is  well  established. 

For  Warming -Up  Period 

NOTE.  Do  as  little  teaching  and  correcting  as  possible  during  this  period.  Use 
simple  methods  of  exercising  the  body. 

Typical  Warming-Up  Period 

Teacher  to  the  class:  "  Prepare  for  exercises." 

Every  child  prepares  himself  or  herself  for  exercise,  looks  after  his 
clothing,  shoes,  shoestrings,  coats,  sweaters,  nose.  Every  child  puts  his 
desk  in  order,  books,  pencils,  etc.,  safely  under  the  desk,  picks  up  every- 
thing on  the  floor.  Some  pupils  are  permanently  assigned  to  the  opening 
of  the  windows.  Give  instruction  about  the  judicious  use  of  open  win- 
dows. One  assigned  to  close  hot-air  shaft  and  the  door,  some  others  to 
move  desk  and  chairs,  etc.,  if  these  interfere  with  class  marching;  the 
first  one  in  each  row  always  gets  the  play  materials  that  are  needed.  Ap- 
point one  child  to  manage  the  preparation.  All  this  should  not  take  more 
than  one  minute. 

Teacher  to  the  class: 
"Stand"  (right,  left)  aisle. 
(See  diagrams  A  and  B,  page  10.) 
"  Every  second  aisle  about  face." 

"  Follow  your  leader."   (Read  "  Serpentine  Marching,"  etc.,  page  35.) 
"  Let  us  walk." 

or 
"  Let  us  run." 

or 
"  Let  us  skip." 

again 
"  Let  us  walk,"  etc. 

After  four  minutes  of  vigorous,  noiseless  walking,  or  running,  or  skip- 
ping, or  sliding,  etc.,  the 

8 


DIAGRAMS   SHOWINGMETHOD   OF   SERPENTINE  MARCHING 


A.    PUPILS  STANDING    AT    RIGHT    SIDE  OF  THEIR  DESKS 


,-'X--x 


y.O.'jyiS' 
'^  O  ^  O  ^TT^ 

ta^aiaiat 
ya?arata" 

w_nm  O  S'.Q. v*  n  ^j 

i  n '  n  T  o !      . 
vfitfivi/fi^A" 


B.          EVERY  SECOND   FILE   HAS    FACED    ABOUT 

DOTTED  LINES    AND    ARROWS    INDICATE   DIRECTION   OF    MARCH 


Teacher:  "  Stop  when  you  get  to  your  place." 
"  Face  towards  the  windows." 
"  Heels  up." 

"  Bend  your  knees  away  down." 
"  Stretch  your  knees." 
"  Lower  your  heels/' 
"  Repeat  this  —  i,  2,  3,  4." 

NOTE.  Continue  this  exercise  (heel  raising  and  deep  knee  bending)  at  least  six 
times. 

Teacher:  "  Deep  breathing  with  turning  of  palms  outwards." 

NOTE.  Repeat  this  six  times.  The  children  are  to  be  admonished  to  keep  the 
weight  of  the  body  well  over  the  instep  and  the  head  and  chest  up.  Do  not  let  them 
raise  the  shoulders. 

Teacher:  "  Let  us  sit  down." 

Admonish  them  to  sit  down  softly,  to  stand  up  softly,  and  to  run  and 
walk  softly. 

NOTE.  After  the  command  is  given  "  Prepare  for  exercise,"  i.e.,  after  the  win- 
dows are  opened,  the  walking,  etc.,  should  begin  at  once  and  active  work  should  go 
on  all  the  time.  Do  as  little  teaching  as  possible  during  this  time.  Keep  them 
going.  Children  who  cannot  participate  should  be  excused,  told  to  go  into-  the  cor- 
ridor, etc.,  during  the  first  five  minutes. 

Teacher:  "  Prepare  for  study." 


^    At  the  end  of  any  recreational  period  the  teacher  should  give  the  direc- 
tion :    Name  what  study  is  to  be  taken  up.     All  prepare  now  for  this. 

Put  everything  back  as  it  was  before  the  exercise.  If  you  play  games,  form 
regular  teams  with  captains  and  managers  and  keep  a  weekly  score.  Bring  about 
self-management;  have  election  of  captains,  etc.  Make  the  leaders  responsible. 
Get  action.  Make  them  think. 

If  the  children  can  do  all  this  work  with  freedom  and  grace  of  move- 
ment and  without  pulling  and  hauling  of  leaders  into  proper  aisles,  etc., 
vary  the  work  by  using  simple  steps  which  can  be  used  in  dancing. 

Soft  and  graceful  running  and  skipping  is  an  absolute  requirement  for 
every  child  of  the  first  three  grades.  The  running  should  be  done  with  a 
decided  lifting  of  the  knees  forwards  and  a  soft  landing  on  the  forward 
part  of  the  feet.  The  arms  should  be  only  slightly  flexed  at  the  elbows 
and  should  be  moved  at  the  shoulders  during  the  running.  Free  arm 
movements  during  marching  are  also  essential. 

If  the  children  of  the  third  grades  are  well  advanced  in  responding  to 
informal  commands,  the  teachers  may  begin  to  use  the  formal  commands 
given  in  the  diagrams.  These  must,  of  course,  be  taught  only  during  the 
educational  period. 

For  Educational  Period 

If  the  order  and  formation,  or  the  steps,  etc.,  went  poorly  during  the 
warming-up  period,  correct  and  teach  good  order,  good  formation  and 
good  physical  form  during  this  period. 

If  the  warming-up  period  is  well  established,  use  the  educational  period 

10 


for  making  the  third  period  more  effective,  i.e.,  teach  new  steps,  new 
exercises,  new  games,  better  organization  of  games,  better  ways  of  play- 
ing a  game,  etc. 

If  the  required  work  has  been  well  established,  use  the  educational 
period  for  teaching  simple  games  for  the  development  of  skill  and  judg- 
ment with  competition  by  lines.  If  possible,  use  some  play  implements 
for  training  hands  and  eyes. 

SAMPLES 

1.  Exchange  the  bean  bags  from  one  circle  to  another. 

2.  Same,  but  use  your  left  hand  only. 

3.  Turn  the  candle  pin  upside  down. 

4.  Transfer  the  candle  pin  (bean  bag,  rope  quoit,  eraser,  etc.)   from 
front  desk  to  rear  desk  (or  from  desk  No.  I  to  No.  5,  etc.). 

"  Numbers  I  or  2,  3,  4,  5,  6,  or  7,  —  ready  —  go." 

NOTE.  For  further  suggestions  see  special  chapter  on  "  Games  and  Plays  for  the 
Development  of  Skill,  Judgment,  and  Attention." 


For  General  Exercise  Period 
A.  Plays  and  Games 

NOTE  TO  TEACHERS 

Each  game  should  be  practiced  until  the  children  play  it  spontaneously  and  en- 
thusiastically. They  will  do  this  as  soon  as  a  number  of  them  begin  to  excel. 

First  explain  and  practice  each  game  to  your  whole  class  in  one  group  or  unit. 

Then  develop  self-management  to  such  a  degree  that  it  becomes  evident  that 
there  are  sufficient  leaders  who  can  keep  smaller  units  going  by  the'mselves. 

The  development  of  child  leadership  is  most  important.  Upon  this  depends  the 
play  life  of  the  children  after  school  hours. 

Read  also  the  chapter  on  "  The  Value  of  Plays  and  Games  and  their  Conduct " 
on  page  37. 

GRADE    I 

NOTE.  The  games  marked  with  a  star  are  also  suitable  for  use  in  the  schoolroom 
and  other  indoor  places.  Some  slight  variations  are  necessary  to  meet  the  more  or 
less  limited  indoor  areas. 

If,  in  a  game  like  "Drop  the  Handkerchief,"  only  a  limited  number  of  chil- 
dren have  had  sufficient  exercise,  it  is  best  to  supplement  such  a  game  by  one  in 
which  there  is  general  participation,  like  "  Follow  the  Leader." 

*i.  Follow  the  Leader  6.    Catch  the  Handkerchief 

*2.  Drop  the  Handkerchief  *7.    Rabbit  Chase 

*3.  Cat  and  Rat  *8.    Who  Art  Thou? 

*4.  Charlie  over  the  Water  v  *9.    Hands  Up 

*5.  London  Bridge  *io.    I  Saw 

i.    FOLLOW  THE  LEADER 

The  players  form  a  circle.  The  leader  takes  a  position  in  the  middle  of 
the  circle,  and  all  the  players  must  imitate  all  the  movements  exactly. 

ii 


A  SAMPLE  LEADER 

He  marches  forwards  and  backwards,  turns  around  and  executes  some 
simple  fancy  steps.  ,He  then  takes  some  gymnastic  arm  and  leg  exercises 
or  some  typical  farmer's  or  laborer's  working  movements.  After  having 
gone  through  some  running  and  skipping  steps,  he  finishes  with  some 
slow  movements  and  some  breathing  exercises  in  the  form  of  imitating  the 
puffing-  of  a  steam-engine,  or  the  arms  moving  like  a  windmill,  or  the  rise 
and  fall  of  ocean  waves. 

NOTE.  This  game  offers  to  the  teacher  fine  opportunities  for  the  development  of 
the  power  of  observation  and  imitation.  Lay  the  emphasis  on  the  fundamental  leg, 
trunk  and  arm  movement. 

2.    DROP  THE  HANDKERCHIEF 

One  player,  A,  is  chosen  to  be  "  it."  The  other  players  stand  in  a  ring. 
A  runs  outside  the  ring,  drops  the  handkerchief  behind  some  player,  B, 
and  runs  on.  When  B  discovers  the  handkerchief  he  picks  it  up,  runs 
after  A,  and  tries  to  tag  him.  If  A  reaches  B's  place  in  the  circle  without 
being  tagged,  B  becomes  "  it."  But  if  B  tags  A,  B  returns  to  his  place 
and  A  is  "  it  "  again.  If  B  does  not  discover  the  handkerchief  until  A  has 
passed  completely  round  the  ring,  picked  up  the  handkerchief,  and  tagged 
B,  B  is  out  of  the  game  and  must  stand  in  the  center  of  the  ring.  A,  in 
that  case,  remains  "  it."  If  the  number  of  players  is  small,  B  may  pay 
a  forfeit  instead  of  going  out  of  the  game. 

3.    CAT  AND  RAT 

The  children  form  a  circle  and  join  hands.  One  player  is  chosen  to  be 
the  "  cat  "  and  two  or  three  are  the  "  rats."  The  "  rats  "  are  on  the  inside 
of  the  circle  and  the  "  cat  "  is  outside.  The  "  cat  "  tries  to  catch  the 
"  rats."  The  players  favor  the  "  rats,"  and  allow  them  to  run  freely  in 
and  out  of  the  circle  under  their  clasped  hands,  but  try  to  prevent  the 
"  cat  "  from  following  them  by  lowering  or  raising  their  hands.  As  soon 
as  one  "  rat "  is  caught  he  joins  the  circle,  and  the  "  rat "  last  caught 
becomes  the  "  cat  "  for  the  next  play. 

If  the  number  of  players  is  very  large  it  may  be  well  to  change  both 
"  cat  "  and  "  rats  "  at  every  finish  of  a  play ;  or  it  may  be  advisable  to 
have  two  or  even  three  "  cats."  When  there  is  more  than  one  "  cat " 
they  must  be  distinguished  from  the  "  rats  "  by  handkerchiefs  tied  to  their 
arms. 

4.    CHARLIE  OVER  THE  WATER 

The  children  sing  as  they  dance  around  one  who  stands  in  the  middle 
of  a  ring : 

"  Charlie  over  the  water, 
Charlie  over  the  sea, 
Charlie  catch  a  blackbird,  but  can't  catch  me." 

12 


At  the  last  word  all  stoop,  and  if  the  one  in  the  center  can  catch  any 
player  before  he  stoops,  the  latter  has  to  be  "  Charlie  "  and  stand  in  the 
center. 

5,    LONDON  BRIDGE 

If  class  is  large  form  two  or  more  sets.  Two  children  of  each  set 
form  pillars  of  a  bridge  by  joining  hands  and  holding  the  arms  up  so  that 
the  players  can  march  only  underneath  the  arch  by  stooping  a  little.  The 
other  children  form  a  line,  one  behind  the  other,  holding  hands.  They 
march  around  and  under  the  bridge  and  at  the  same  time  sing  to  the  well- 
known  tune : 

First  verse :  "  London  bridge  is  falling  down,  falling  down,  falling  down, 

London  bridge  is  falling  down,  my  fair  lady." 
Second  verse :  "  Build  it  up  with  iron  bars,"  etc. 
Third  verse :  "  Iron  bars  will  bend  and  break,"  ett. 
Fourth  verse :  "  Build  it  up  with  golden  stones,"  etc. 
Fifth  verse :  "  Golden  stones  '11  be  stolen  away,"  etc. 

During  the  last  words  of  each  verse  the  two  children  forming  the  arch 
let  their  arms  fall  over  the  one  who  is  just  then  passing  under  the  bridge. 
He  is  then  given  the  choice  between  two  articles,  such  as  "  gold  "  or 
"  silver,"  which  are  represented  by  the  two  pillars  of  the  "  bridge."  Ac- 
cording to  his  choice  he  steps  behind  the  pillar  chosen  and  takes  hold  of 
him  around  the  waist.  The  game  goes  on  in  this  manner  until  all  the 
children  have  been  caught  under  the  falling  bridge.  By  this  time  two  rows 
have  been  formed  behind  the  pillars,  and  now  a  tug-of-war  will  decide 
which  pillar  is  stronger  (which  side  wins).  That  side  wins  which  suc- 
ceeds in  pulling  the  leader  of  the  opposite  side  over  a  given  line  where  the 
bridge  stood. 

6.    CATCH  THE  HANDKERCHIEF 

Use  small  handkerchief.  One  player,  A,  is  chosen  to  be  "  it."  The 
other  players  stand  in  a  ring,  with  feet  apart  and  their  hands  open  behind 
their  backs  and  palms  up.  A  runs  outside  of  the  ring,  drops  the  hand- 
kerchief into  the  open  palms  of  some  player,  B,  and  runs  on  in  the  same 
direction  he  has  been  pursuing.  As  soon  as  player  B  feels  the  handker- 
chief in  his  hand  he  runs  also  outside  the  circle,  but  in  the  opposite 
direction  of  player  A.  Both  try  to  reach  first  the  open  place  which  B  left. 
When  they  meet  on  their  run  around  the  circle  they  pass  each  other  on 
their  left  sides.  Whoever  reaches  the  open  place  last  is  "  it "  for  the  next 
play. 

7.   RABBIT  CHASE 

Two  different  colored  bean  bags  are  used,  one  color  to  represent  the 
"  rabbit,"  the  other  the  "  hound."  One  child  in  the  circle  receives  the 
"  rabbit,"  and  the  "  hound  "  is  given  to  a  child  in  the  opposite  side  of 
the  circle.  As  soon  as  the  signal  is  given  the  "  hound  "  and  "  rabbit " 
are  passed  along  from  player  to  player.  The  "  hound "  chases  the 
"  rabbit."  Thus  the  game  goes  on,  the  children  helping  the  "  rabbit "  to 
get  away  and  the  "  hound  "  to  reach  the  "  rabbit."  If  the  "  rabbit "  has 

13 


circled  around  three  times  without  having  been  caught  by  the  "  hound," 
the  "  rabbit "  is  safe.  After  a  moment's  rest  the  game  may  be  repeated, 
but  "  rabbit "  and  "  hound  "  must  travel  in  the  opposite  direction.  Any 
two  adjoining  children,  i.e.,  passer  and  receiver,  who  let  the  "  rabbit " 
drop  must  step  into  the  center  of  the  circle  when  the  next  "  rabbit "  chase 
begins. 

8.    WHO  ART  THOU? 

One  or  two  players  are  blindfolded.  The  rest  move  in  a  circle  around 
them  until  a  signal  to  halt  is  given.  The  blinded  player  then  advances 
and  touches  someone  whom  he  must  recognize  by  feeling  his  clothing  and 
hair,  etc.  If  the  blinded  person  cannot  guess  the  other  player  by  feeling 
he  can  ask  the  question,  "  Who  art  thou  ?  "  Upon  this  the  player  must 
answer  "  I  "  in  a  natural  voice.  If  the  blinded  person  recognizes  the  other 
player,  that  one  becomes."  it "  and  the  game  starts  again. 

9.    HANDS  UP 

"  It "  stands  in  the  center  of  a  circle  of  players.  All  players  hold  their 
hands  out  forward  with  palms  up.  "  It  "  skips  around  the  circle,  trying 
to  slap  the  hand  of  some  player,  while  the  players  drop  their  hands  when- 
ever they  find  themselves  in  danger  of  being  hit.  If  "it "  succeeds  he 
changes  place  with  the  player  whose  hand  he  hit. 

If  there  are  more  than  twenty  players  form  two  or  more  circles. 

10.    I  SAW 

The  children  are  arranged  in  rows  on  the  field  of  play.  'Each  row  in 
file  formation,  i.e.,  one  behind  the  other.  The  rows  stand  side  by  side, 
about  three  feet  apart.  Appoint  a  leader  for  each  row.  The  teacher  asks 
a  leader,  "  What  did  you  see  ?  "  Hereupon  the  leader  tells  of  some  action 
of  some  animal  or  other  being.  As  soon  as  he  tells  of  some  action  he 
starts  to  imitate  this  action,  and  his  entire  row  must  follow  his  imitation. 
While  they  are  doing  this  they  must  travel  around  the  entire  class  until 
they  are  back  in  their  original  position.  Each  row  must  have  its  turn. 

Such  actions  as  these  are  suggested: 

"  I  saw  a  horse  trotting." 

"  I  saw  a  bird  flying." 

"  I  saw  a  lame  chicken  hopping." 

"  I  saw  a  farmer  mowing." 

"  I  saw  a  boy  jumping." 


GRADE    II 

NOTE.  The  games  marked  with  a  star  are  also  suitable  for  use  in  the  schoolroom 
or  other  indoor  places.  Some  slight  variations  are  necessary  to  meet  the  more 
limited  indoor  areas.  Games  marked  with  a  double  asterisk  are  described  in  previ- 
ous grade. 

If,  like  in  a  game  as  "  Drop  the  Handkerchief,"  only  a  small  percentage  of  the 
children  have  had  sufficient  physical  exercise,  it  is  best  to  supplement  it  by  a  game 

14 


requiring   more   general   participation,   like   "Here  We   Go   Round   the   Mulberry 
Bush." 

*i.  Here  We  Go  Round  the  Mulberry  Bush 

2.  Lame  Wolf 

*3.  I  Saw** 

*4.  Fox  in  the  Garden 

*5.  Adam's  Seven  Sons 

*6.  Have  You  Seen  My  Sheep? 

*7.  Follow  the  Leader** 

8.  Drop  the  Handkerchief** 

*9.  London  Bridge** 

IX>.  Catch  the  Handkerchief** 

i.     HERE  WE  Go  ROUND  THE  MULBERRY  BUSH 

The  children  march  around  in  a  circle,  and  as  they  sing  they  suit  their 
actions  to  the  words. 

The  first  verse  may  be  used  as  a  chorus  between  the  singing  of  the 
others,  while  the  children  join  hands  and  dance  around. 

1.  Here  we  go  round  the  mulberry  bush, 

The  mulberry  bush,  the  mulberry  bush, 
Here  we  go  round  the  mulberry  bush, 
So  early  in  the  morning. 

2.  This  is  the  way  we  wash  our  clothes,  etc., 

So  early  on  Monday  morning. 

3.  This  is  the  way  we  iron  our  clothes,  etc., 

So  early  on  Tuesday  morning. 

4.  This  is  the  way  we  scrub  the  floor,  etc., 

So  early  on  Wednesday  morning. 

5.  This  is  the  way  we  mend  our  clothes,  etc., 

So  early  on  Thursday  morning. 

6.  This  is  the  way  we  sweep  the  floor,  etc., 

So  early  on  Friday  morning. 

7.  This  is  the  way  we  stir  our  bread,  etc., 

So  early  on  Saturday  morning. 

8.  This  is  the  way  we  go  to  church,  etc., 

So  early  on  Sunday  morning. 

2.    LAME  WOLF 

One  player  is  chosen  "  lame  wolf,"  the  other  players  are  the  "  children." 
A  den  is  marked  off  for  the  "  wolf  "  on  one  end  of  the  field  of  play,  and 
a  house  for  the  "  children  "  at  the  other  end.  As  soon  as  the  "  wolf  "  has 
entered  his  den  the  "  children  "  run  out  of  their  house  and  begin  teasing 
the  "  wolf,"  calling  "  Lame  wolf,  can't  catch  anybody."  Upon  hearing 
this  the  "  wolf,"  if  he  thinks  it  a  good  chance  for  catching  some  "  children,'* 
runs  out  of  his  den,  but  he  can  only  take  three  steps  when  his  lame  leg 
gives  out  and  he  is  forced  to  continue  his  chase  hopping  on  one  foot. 
Any  "  children  "  he  catches  must  go  at  once  to  the  "  wolf's  "  den.  When 
all  the  rest  of  the  "  children  "  are  again  safe  in  their  homes  the  "  wolf  " 
returns  to  his  den ;  upon  seeing  this  the  "  children  "  venture  out  again  and 

IS 


begin  their  teasing  once  more.  Now  the  "  children  "  who  are  in  the 
"  wolf's  "  den  join  the  "  wolf  "  in  his  chase  as  "  lame  wolf."  The  game 
continues  until  only  one  "  child  "  remains.  This  "  child  "  is  the  "  wolf  " 
if  the  game  is  repeated. 

If  the  "  wolf  "  or  any  of  his  young  "  wolves  "  run  after  the  first  three 
steps,  instead  of  hopping  on  one  foot  only,  the  "  children  "  drive  them 
back  to  the  den,  but  as  soon  as  the  last  "  wolf  "  has  crossed  the  line  of  the 
den  the  "  wolves  "  may  start  their  chase  again.  Any  "  child  "  or  "  lame 
wolf  "  may  at  any  time  return  to  their  home  for  rest. 

4.  Fox  IN  THE  GARDEN 

The  players  form  a  circle,  with  distance  of  arm-length  between  each 
player.  One  is  chosen  to  be  "  fox  "  and  takes  his  position  in  the  center  of 
the  "  garden."  Another  is  chosen  the  "  farmer,"  and  he  stands  outside 
the  circle.  The  "  farmer,"  upon  seeing  the  "  fox  "  in  his  "  garden,"  calls 
out  to  him,  "  What  are  you  doing  in  my  garden  ?  "  The  "  fox  "  answers, 
"  Stealing  your  carrots  "  (the  fox  may  name  anything  that  a  fox  might 
like  to  steal).  The  "  farmer  "  then  says,  "  I  will  send  my  dog  after  you," 
and  the  "  fox  "  answers,  "  I  don't  care  if  you  do."  At  this  he  runs,  the 
farmer  calls  a  player's  name,  who  as  "  dog  "  must  at  once  chase  the  "  fox." 
The  "  dog  "  must  follow  exactly  in  the  footsteps  of  the  "  fox,"  who  may 
run  in  and  out  of  the  "garden,"  but  not  further  than  ten  feet  away  from 
the  garden  fence  (circle  of  players). 

If  the  "  dog "  catches  the  "  fox,"  the  "  fox "  joins  the  circle,  the 
"  farmer  "  names  a  new  "  fox,"  and  the  "  dog  "  becomes  "  farmer." 

If  the  first  "  dog  "  does  not  catch  the  "  fox,"  a  second  "  dog  "  may  be 
called  out  by  the  "  farmer,"  but  he  does  not  need  to  follow  in  the  tracks 
of  the  "  fox." 

5.  ADAM'S  SEVEN  SONS 

To  the  tune  of  "  Yankee  Doodle  "  the  children  sing  this  verse : 

"  Adam  did  have  seven  sons, 
Yes,  seven  sons,  Hurrah ! 
They  never  ate,  they  never  drank, 
But  always  did  this  way." 

The  players  are  formed  in  a  circle,  with  plenty  of  space  between  each 
player,  i.e.,  must  not  touch  fingers  if  arms  are  held  sideways.  If  class 
is  large,  form  two  or  more  concentric  circles. 

Before  the  singing  of  the  verse  the  teacher  asks  one  player,  "  What  did 
Adam's  sons  do  ?  "  In  answer,  the  player  must  step  to  the  center  and  show 
some  activity.  All  children  then  sing  the  verse,  and  upon  its  conclusion 
all  must  imitate  what  the  leader  did.  Any  child  failing  to  imitate  properly 
must  hop  on  one  foot  around  the  circle. 

6.    HAVE  You  SEEN  MY  SHEEP? 

A  ring  is  formed.  One  player  walks  around  the  outside,  touches  some- 
one on  the  back,  and  asks,  "  Have  you  seen  my  sheep  ?  "  The  one  who  has 

16 


been  touched  replies,  "  Kow  was  he  dressed  ?  "  The  player  on  the  outside 
then  describes  the  dress  of  some  third  player,  and  this  player,  as  soon  as 
he  recognizes  his  description,  tries  to  run  around  the  outside  of  the  circle 
and  reach  his  own  place  before  the  player  on  the  outside  can  tag  him.  If 
he  is  tagged,  he  takes  the  place  of  the  outside  player,  who  returns  and  joins 
circle. 


GRADE    III 

NOTE.  The  games  marked  with  a  star  are  also  suitable  for  use  in  the  school- 
room or  other  indoor  places.  Some  slight  variations  are  necessary  to  meet  the  more 
limited  indoor  areas.  Games  marked  with  a  double  star  are  described  in  previous 
grade. 

If,  like  in  a  game  as  <;  Catching  Numbers,"  only  a  limited  number  of  children 
have  sufficient  physical  exercise,  it  is  best  to  supplement  it  by  one  requiring  more 
general  participation,  like  "  The  Miller  is  Without." 

*i.    Catching  Numbers  7-  Lame  Wolf** 

*2.  The  Miller  is  Without  8.  The  Belled  Cat** 

*3.    Basket-Filling  Race  *9-  Catch  the  Handkerchief** 

4.  Center  Base  *io.  Adam's  Seven  Sons** 

5.  Hill  Dill  ii.  Couple  Relay  Flag  Race 

6.  Fox  in  the  Garden**  12.  Two-Hitch  Pony  Race 

i.    CATCHING  NUMBERS 

The  players  form  in  a  circle  and  number  off.  One  is  chosen  to  be  "  it  " 
and  stands  in  the  center  of  the  circle.  "  It "  calls  out  two  numbers,  and 
the  two  numbers  called  must  try  to  change  places  without  being  tagged 
by  the  caller  "  it."  The  numbers  may  run  inside  or  outside  the  circle. 
"  It  "  tries  to  catch  one  of  these  numbers,  but  he  must  stand  still  until  he 
has  called  the  numbers.  If  "  it "  succeeds  in  catching  one,  he  takes  the 
open  place  and  the  one  caught  becomes  "  it."  If  "  it "  does  not  catch  one 
of  the  two  numbers  he  continues  to  be  "  it,"  returns  to  the  center,  and 
must  call  a  new  combination  of  numbers. 

2.    THE  MILLER  is  WITHOUT 

Lines  are  marked  parallel  with  and  three  feet  away  from  two  opposite 
side  lines  of  the  field  of  play.  The  space  thus  marked  off  are  the  two  goals, 
and  in  one  of  them  the  players  distribute  themselves.  Two  players  have 
been  appointed  "  watchmen,"  one  for  each  goal,  a  third  one  is  chosen 
"  miller."  The  "  miller  "  takes  his  stand  in  the  middle  between  the  two 
goals,  and,  addressing  the  watchmen  with  whom  the  children  are,  the 
following  colloquy  ensues : 

Miller:  "  Hello,  hello !" 
Watchman :  "  Who  is  there?  " 
Miller:  "The  Miller!" 
Watchman :  "  \Vhat  do  you  want  ?  " 
Miller:  "  A  sackful  of  children!  " 
Watchman  :  "  Then  catch  them !  " 


Hereupon  the  players  escape  to  the  other  goal.  If  the  "  miller  "  suc- 
ceeds in  tagging  one,  that  one  becomes  "  miller,"  the  "  miller  "  becomes 
"  watchman  "  of  the  goal  the  children  just  left,  and  that  "  watchman  " 
joins  the  players. 

3.    BASKET-FILLING  RACE 

The  players  are  divided  into  two  or  more  equal  teams ;  the  members  of 
one  team  have  each  one  red  apple,  the  other  team  green  apples  (bean 
bags)  ;  and  the  leaders  in  each  team  have  a  basket.  A  circle  may  be 
drawn  on  floor  to  serve  the  same  purpose  as  a  basket. 

The  leaders  put  their  baskets  on  the  ground  and  at  least  six  feet  apart, 
and  then  take  a  position  close  behind  their  baskets,  and  their  teams  line  up 
with  one  step  distance  behind  their  leaders.  The  two  lines  thus  made 
must  be  parallel  and  of  equal  length.  Upon  a  signal  each  player  puts  his 
apple  on  the  ground  between  his  feet,  then  faces  the  other  team  and  joins 
hands  with  his  own  team  mates.  Upon  the  command,  "  Form  a  half 
circle  backward  — :  march,"  each  team,  the  members  of  which  join  hands, 
marches  backwards,  until  all  the  arms  are  stretched  fully  to  the  side ;  the 
leader  and  the  last  player  in  each  team  must,  however,  remain  in  their 
original  place. 

Upon  the  teacher's  word,  "  Are  you  ready  ?  —  set  —  go !  "  the  last 
player  in  each  team  turns,  runs  around  the  outside  of  his  team  and  inside 
between  the  two  baskets,  picks  up  the  first  apple,  deposits  it  into  his  basket, 
and  runs  back  the  same  way  he  came  to  his  position  at  the  end  of  his  semi- 
circle. When  passing  his  next  neighbor  he  tags  him,  and  the  neighbor 
thereupon  runs  in  the  same  manner  and  deposits  the  next  "  apple."  This 
continues  until  the  last  apple  has  been  deposited  by  the  leader.  The  team 
depositing  all  their  apples  first  wins  the  race,  provided  no  fouls  against 
the  rules  have  been  made. 

Rule  i.    Each  "  apple  "  must  be  deposited  in  turn  into  the  basket. 

Rule  2.  No  player  must  leave  his  place  before  he  is  tagged  by  the 
previous  runner. 

Rule  3.    The  baskets  cannot  be  moved. 

Rule  4.    Each  runner  must  run  in  and  out  between  the  baskets. 

4.    CENTER  BASE 

The  players  form  a  circle  and  "  it,"  with  a  bean  bag,  takes  his  position 
in  the  center.  "  It  "  tosses  the  bean  bag  to  some  player  in  the  circle,  who 
must  catch  it,  and  must  place  it  in  the  center  of  the  circle  and  proceed  to 
tag  "  it "  who  threw  it  to  him.  "  It,"  after  tossing  the  bean  bag,  must 
run  out  of  the  player's  circle  and  back  again  and  try  to  tag  the  bag  in  the 
center.  If  he  is  not  tagged  he  remains  "  it,"  but  if  he  is  tagged  he  joins 
the  players,  and  the  catcher  becomes  "  it." 

A  concentric  circle  of  six  feet  diameter  must  be  marked  in  the  center 
of  the  player's  circle.  After  the  catcher  has  deposited  his  bean  bag  in  the 
center  he  cannot  again  go  into  the  small  circle. 


18 


5.    HILL  DILL 

Two  parallel  lines  are  drawn  near  the  center  of  the  field  of  play,  from 
ten  to  twenty-five  feet  apart.  One  player,  "  it,"  stands  between  them  and 
calls  — 

"  Hill  dill, 
Come  over  the  hill, 
Or  else  I  '11  catch  you 
Standing  still." 

The  other  players  who  stand  on  both  sides  of  the  center  field,  more  or 
less  distance  away,  then  run  across  the  marked  play  area.  While  they  are 
crossing  this  area  they  may  be  tagged,  and  all  those  tagged  must  at  once 
join  "  it "  and  help  tag  the  rest.  The  game  continues  until  every  player 
has  been  tagged. 

6.    COUPLE  RELAY  FLAG  RACE  (Adapted  for  Field  Day) 

There  are  to  be  twenty  couples  made  up  of  twenty  boys  and  twenty  girls. 
The  boys  take  left  hands  of  girls  with  their  right  hands.  Nineteen  couples 
line  up  in  close  order  on  and  behind  starting  line.  One  boy  stands  on 
finish  line  facing  the  team  and  holding  a  flag  with  his  left  hand.  One  girl 
stands  halfway  between  finish  and  starting  line,  facing  the  boy  on  the 
finish  line. 

Upon  the  starting  signal  the  first  couple  runs  on  right  side  to  boy  on 
finish  line ;  the  girl  snaps  the  flag  from  the  hands  of  the  boy ;  the  couple 
turns  and  runs  to  girl  and  gives  flag  into  her  right  hand.  Then  the  couple 
runs  back  to  starting  line,  where  the  girl  tags  the  right  hand  of  the  girl 
of  the  second  couple.  As  soon  as  this  couple  is  tagged  it  runs  to  girl. 
There  the  boy  snaps  the  flag  from  the  girl,  and  from  there  the  couple  runs 
to  the  boy  and  places  flag  in  his  left  hand  again.  This  couple  now  runs 
back  to  starting  line  and  tags  the  next  couple.  Thus  the  relay  race  con- 
tinues changing  alternately  the  flag  from  boy  to  girl  and  from  girl  to 
boy.  The  nineteenth  couple,  instead  of  bringing  the  flag  to  the  "  halfway  " 
girl,  brings  the  flag  to  the  first  couple.  This  finishes  the  race. 

7.    TWO-HITCH  PONY  RACE  (Adapted  for  Field  Day) 

Thirty-nine  children  are  to  be  formed  into  thirteen  two-hitch  buggies. 
Each  hitch  of  two  children  (ponies)  is  to  be  driven  by  a  third  child,  who 
holds  the  reins.  The  two  "  ponies  "  hold  inner  hands.  A  five-foot  rope  is 
to  be  used  as  reins.  The  reins  are  to  be  held  by  the  free  hands  of  the 
"ponies."  The  driver  holds  the  reins  with  the  left  hand  and  the. whip 
with  the  right  hand. 

The  thirteen  "teams  "  are  to  line  up  behind  the  starting  line.  Each 
"team  "  will  run  fifty  feet  out,  then  around  a  post  and  back  to  starting 
line.  They  run  up  on  the  left  and  back  on  the  right.  Upon  returning  to 
starting  line  the  driver  must  deliver  the  whip  to  the  next  driver.  Thus 
every  "  team  "  runs  the  required  distance  until  the  whip  has  been  delivered 
again  into  the  hands  of  the  first  driver. 

19 


Colored  reins  made  of  cloth  should  be  used  at  the  field  day.  Alternate 
boys  and  girls  as  drivers. 

B.  Folk  Dances 

NOTE.  Practice  formations  and  the  exercises  in  courtesies  (see  diagrams  7-11). 
Also  see  "  Key  to  Formations  and  Illustrations."  If  all  the  dances  explained  in 
detail  are  well  learned  so  that  children  can  dance  them  by  themselves,  practice  the 
other  dances  given  in  the  list  of  folk  dances.  The  directions  given  in  the  following 
books  are  suitable  for  classrooms : 

Elizabeth  Burchenal's  "  Folk  Dances  and  Singing  Games." 

Mari  R.  Hofer's  "  Popular  Folk  Games  and  Dances." 


THE    VALUE    OF    RHYTHMIC    EXERCISES,    SINGING 
GAMES,    AND    FOLK    DANCES 

The  rhythmic  repetition  of  large  movements  of  the  body  is  a  most 
valuable  form  of  recreation  for  children  and  adults.  In  the  narrow  con- 
fines of  our  schools  and  yards  their  value  is  enhanced,  since  they  can 
readily  be  adapted  to  almost  any  sized  floor  space. 

It  is  not  alone,  however,  on  account  of  their  physiological  bearing  that 
we  should  put  rhythmic  exercises  and  folk  dances  as  early  as  possible 
into  our  school  education.  Their  aesthetic  and  cultural  influence  is  equally 
great.  To  express  their  feelings  in  motor  terms,  to  dramatize  the  emo- 
tions, habits,  and  customs  of  a  people  are  old  practices  of  practically  all 
the  human  races.  There  are  rhythm  and  beauty  and  joyful  feeling  in  every 
child.  We  must  cultivate  these  and  must  give  them  a  chance  to  express 
themselves  in  graceful  muscular  movements  and  in  harmonious  rhythmical 
cooperation.  Children  love  rhythm  and  respond  naturally  when  given  the 
means  of  expression.  They  love  to  dramatize  a  story,  a  song,  or  a  poem. 
Music  has  been  called  the  language  of  the  soul,  and  muscles  the  vehicles 
of  the  mind.  Good  piano  or  other  instrumental  music  is,  of  course,  of  the 
greatest  aid  in  this  work,  but  where  this  is  not  always  at  hand,  songs  will 
prove  a  good  substitute  or  supplement. 

The  exercises  and  folk  dances  here  given  are  well  adapted  for  primary 
grades,  but  here  and  there  supplementary  exercises  and  simplification  will 
be  needed. 

Best  Time 

Under  the  heading,  "  Working  Plan  for  a  Fifteen  Minutes'  Physical 
Education  Period,"  the  place  for  rhythmic  work  has  been  indicated.  It 
is  not  good  practice  to  start  such  a  period  with  the  teaching  of  a  new 
step  or  new  exercises,  nor  is  it  for  the  best  interest  of  all  the  children  to 
let  only  a  few  practice  at  a  time.  The  occasional  use  of  a  few  graceful 
children  for  demonstration  is  all  right,  but  rather  than  to  keep  many 
sitting  still,  it  would  be  better  to  do  simple  work  which  all  can  do. 


20 


Class  Formations 

Most  folk  dances  are  practiced  around  a  room,  i.e.,  around  a  circle  or 
an  oval.  This  is  not  necessary.  A  few  steps  forwards  and  a  few 
steps  backwards  may  be  all  that  is  necessary  to  get  the  desired  results. 
The  regular  class  formation,  i.e.,  children  standing  in  the  aisles  facing  the 
desk,  is  best  adapted  for  the  teaching  of  new  steps  and  movements.  First 
let  each  child  exercise  alone,  next  let  each  two  adjoining  aisles  join  hands 
across  the  desks.  The  class  faces  the  teacher  now  in  couples.  After  one 
step  is  learned  practice  this  around  the  room  or  continuously  up  and 
down  the  aisles. 

Do  not  teach  a  whole  folk  dance  all  through  at  once.  Teach  first  figure 
and  practice  it  repeatedly,  then  teach  next  part  and  practice  this  with  first 
part  repeatedly,  then  teach  third  step  (figure)  and  practice  first  three, 
and  so  on. 

Educational  Value 

It  is  our  business  as  teachers  to  develop  good  habits  in  our  children. 
To  form  good  habits  of  rational  forms  of  recreation  is  one  of  the  first 
aims  of  American  education.  To  make  good  use  of  our  leisure  time  is  as 
important  for  the  health  and  happiness  of  our  people  as  is  the  emancipa- 
tion from  external  restraint  and  guidance.  The  teaching  of  dances  has 
no  great  value  unless  they  lead  to  good  habits.  This  requires  that  we 
must  teach  these  dances,  not  only  the  steps  but  also  the  tune,  so  thoroughly 
and  so  intensely  that  they  become  the  property  of  every  child,  so  that  he 
will  unconsciously  "  play  "  them  in  his  home  and  neighborhood  life. 

Introductory  Exercises 

1.  Marching  in  single  file,  one  child  following  the  other  in  serpentine 
lines  up  and  down  the  aisles  and  around  front  of  class  as  explained  in 
Warming-Up  Period.     (See  diagram  No.  B.)     Have  the  children  sing 
patriotic  marching  songs  or  have  snappy  march  music. 

2.  Marching  around  the  classroom  in  file  formation,  then  separating 
boys  from  girls,  and  finally  coming  up  through  the  two  center  aisles. 
Boys  and  girls  bow  (courtesy)  to  each  other  at  rear  end  of  class  and  walk 
in  couples  up  to  teacher's  desk,  hands  joined.     (See  diagrams  Nos.  7,  8, 
9,  and  10.) 

3.  Repeat  I  and  2,  marching,  however,  to  polka  rhythm. 

4.  Repeat  same  in  waltz  rhythm. 

5.  Repeat  I  and  2  with  skipping  steps. 

6.  Repeat  I  and  2  with  polka  steps. 

7.  Repeat  I  and  2  in  side-skipping  steps. 

8.  Repeat  7,  but  have  slide  on  the  first  count  and  a  step  on  the  second 
count,  i.e.,  slide  —  step,  slide  —  step,  etc. 

(In  7  and  8,  when  coming  up  through  center  aisles,  have  the  children 
join  both  hands  across  the  desks.) 

9.  All  children  around  room,  facing  center  of  room,  hands  joined  in 
one  continuous  circle. 

21 


(a)  Eight  running  steps  to  right. 

(b)  Eight  running  steps  to  left. 

(c)  Eight  skipping  steps  to  right. 

(d)  Eight  skipping  steps  to  left. 

(e)  Eight  sliding  steps  to  right. 
(/)   Eight  sliding  steps  to  left. 

10.  Repeat  9  (a,  b,  c,  d,  e,  /),  but  use  double  circle  —  boys  on  inner 
circle,  girls  on  outer  circle.     (See  diagram  No.  n.)     This  means  that 
boys  and  girls  go  alternatingly  eight  steps  in  different  directions.     This 
teaches  fundamental  directions  which  are  frequently  used  in  the  more 
advanced  folk  dances. 

11.  At  close  of  exercises  or  folk  dances  the  couples  march  again 
through  the  two  center  aisles,  up  to  the  teacher's  desk.    Here  they  courtesy 
first  to  the  teacher,  then  to  each  other ;   then  they  separate,  and  each  re- 
turns to  his  or  her  desk. 


LIST   OF   FOLK   DANCES   FOR   GRADES    i,  2,  3,  AND  4 

NOTE.  When  songs  can  be  used  they  are  printed  with  the  directions.  The  key 
to  folk  dance  illustrations  gives  the  fundamental  alignments  used  in  these  dances 
and  the  directions  which  the  dancers  are  to  take. 

1.  Greeting  and  Meeting*  12.    Carrousel 

2.  Jolly  is  the  Miller*  13.    I  See  You 

3.  Swiss  May  Dance*  14.    Shoemakers'  Dance 

4.  Skip  to  Ma  Lou*  15.    Looby  Loo 

5.  Chimes  of  Dunkirk  16.    Did  You  Ever  See  a  Lassie? 

6.  Sleeping  Princess*  17.    The  Ace  of  Diamonds* 

7.  Hickory  Dickory  Dock  18.    To-day  is  the  First  of  May* 

8.  Up  to  the  Moon  19.    Hop  Mor  Annika* 

9.  Taffy  was  a  Welshman  20.    Lassie  Dance 

10.  The  Durrell  Pumpkin  Dance  21.    Swedish  Klapp  Dance* 

11.  Dance  of  Greeting* 

NOTE.  The  directions  for  the  dances  marked  with  a  star  are  given  in  detail.  The 
music  may  be  found  in  the  three  folders  issued  to  each  school. 

Most  of  these  pieces  have  also  been  reproduced  on  the  graphophone  records. 
The  other  dances  are  described  in  folk  dance  books. 

Directions  for  Folk  Dances 

NOTE.  Play  or  sing  the  tune  of  a  dance  once.  This  should  suggest  immediately 
to  each  child  the  formation  needed.  During  introduction  of  music,  partners  should 
always  courtesy  to  each  other. 

i.    GREETING  AND  MEETING 
Formation  No.  13  or  No.  15 

1.  During  first  two  measures  boys  bow  to  girls,  "  How  d'  ye  do,  my 
partner  ?  " 

2.  During  second  two  measures  girls  courtesy  to  boys,  "  How  d'  ye  do 
to-day?" 

22 


3.  During  fifth  and  sixth  measures,  "  Will  you  dance  in  the  circle  ?  ", 
the  partners  give  each  other  their  right  hands. 

4.  During  seventh  and  eighth  measures,  "  I  will  show  you  the  way," 
they  give  each  other  their  left  hands  and  face  in  line  of  direction  (No.  14). 

5.  During  the  repetition  of  the  whole  eight  measures  they  skip  ahead 
while  they  sing  "  Tra-la-la-la,"  etc.    They  start  with  the  outside  feet. 

2.    SKIP  TO  MA  Lou 
Formation  No.  13.    One  child  in  center 

1.  During  the  eight  measures  of  the  music  the  couples  skip,  starting 
with  the  outside  feet,  in  line  of  direction,  while  they  sing : 

"  Skip  to  ma  Lou, 
Ma  children  dear; 
Skip  to  ma  Lou, 
Ma  children  dear; 
Skip  to  ma  Lou, 
Ma  children  dear; 
Skip  to  ma  Lou, 
Ma  darling." 

During  seventh  and  eighth  measures  the  couples  all  come  to  formation 
No.  12,  i.e.,  all  facing  center  of  circle  and  joining  hands  sideways. 

2.  During  repetition  of  song  all  skip  alternately  inwards  and  out- 
wards, i.e.,  backwards,  using  two  measures  for  each  direction,  while  they 
sing  three  times : 

"  The  nicest  partner 

I  ever  knew  " 
and  end 

"  Choose  a  partner 
Too,  too,  too." 

Here  the  music  stops  for  two  measures  to  give  the  child  in  the  center  a 
chance  to  choose  a  partner.  The  child  left  over  now  goes  into  the  center 
and  the  dance  is  repeated. 

3.    Swiss  MAY  DANCE 
Formation  No.  14.    Right  hands  joined 
The  words  should  be  sung  by  the  dancers : 

The  cuckoo  is  singing,  trie  May  it  is  here ; 

In  the  field  and  the  forest  the  green  doth  appear. 

Then  dance,  children,  dance, 

While  the  sky  it  is  blue ; 

Turn  round  and  turn  under, 

While  I  go  with  you. 

23 


KEY  TO  FOLK  DANCE  ILLUSTRATIONS 


No.  I  Partners  iac/ng  each  otter. 

f^    GIRL 


a,    p  Boys  and  g/r/s  ,  s/'tfe  by  s/de, 

jo/'ned,  /<?.,  fr?  covp/e  fir/nation. 

L,    ~      M  Boys  a/?d  g/r/s  facing  ecrc/?  o//?er, 

U  ff 

N   A      V  ^ 

m.  r/ghf  bands  jo/ned. 

y  Boys  a/?tf  a/r/s  foc/r?a  eac/r  of  tier, 

L  /eff  tomb  jofoec/.  ' 

*  y  -N  S#/7?e  as  No.  4  o/?d  ckr/M/fiff  p/aces 
No'6 


kl     _     /'V  *  3&&  £F  nk 

No-7  VAJ      foffw<?/?f.> 

(  y  s\        J^7<?  as  /Vc.  .  „. 
1  \A7       eac/>  otter  b  « 

Same  as  No.  5 
eacfi  of  her  fo 


es 


n    '•' w  -x\        J^/7<?  bs  No.5  and  c/rc///?a  around 
No.  9  T   /   A 


No  10 

i       i     oufs/de  -fee/-. 


No.  1  1      w-^-w     Coup/es  sfarfing  forward  w/ti 


No.  IE 


No.  13 


No.  14 


No.  15 


No.  17 


f. 


<  *Q 


Boys  am/fink  fit  Double  C/rc/e 
foe/tig  each  otter 
/wer  C/rc/e  firmed fy  fays. 
Oyfer  C/rc/e  firmed  6y  g/r/s. 
5o//tf arrays  starahOSto  "tiff." 


Boys  andg/r/s  //?  Double  C/rc/e, 
coqD/e  faofffioo,  fartrfsjoM 
/Irrffnv  st(w  f//ie  of  d/recf/on . 


Partners  foe// 


fyes?  L/ne  Formation. 
Partners  fie  my  eac/j  other. 

Close  L/ne  Formaf/gn. 

Boys  behind  g/r/s  w/fh  hands 
on  shou/tfers  of  y/r/s. 


SET  ir. 

W-erX^ 

No.  18  Two  Columns  of  Couples. 

SET   I. 

COLUMN  I.  COLUMN  IT. 


CLASS  FORMATIONS  TO  BE  USED 
TURING  FOLK  DANCING 


No.7 


AROUND  THE   CLASS  ROOM 

BOYS    AND    GIRLS    MIXED 


No.  8  (7//->6r  and  AO/J  separate  in  fmnf  of  tie 
•teacher's  desk  and,  wa/k//?g  //?  di red-ion  of 
arrows,  meef  w/ti  a  courtesy  of  C  as  shown 
jn  dtaara/n  fa.9  , 


26 


No.  9     After  ihe  courtesy  at  point  t  chitirenjoin 
hands  across  tie  desk  and  watt  in  couples 


No.  10     If  farther  practice  in  courtesy  is  needed  /ef 
chitiren  separate  a^a/n  afpo/nrB,  6uf  if" 
ax/pk-dbflce  around  the  room  is  now  to  be 
practiced  /ef  fnem  conh'nve  fy  coup/es  around 
/fa  room  as  ind/cafed. 

-  ha//1frese  exercises  ch/Mrer/  snot/Jo* 
eve/? 


27 


No. II       DOUBLE  CIRCLE   FORMATION 

BOYS   ON    INNER  CIRCLE  —  GIRLS  ON   OUTER  ^CIRCLE 
ARROWS    SHOW   DIRECTIONS  "RIGHT*    AND  "LEFT" 

DANCE  STEPS 

Graceful,  short  tiptoe,  running  steps. 

EXECUTION 

1.  Starting  with  outer  feet,  couples  run  forwards  to  first  hold  in  music 
and  partners  bow  to  each  other. 

2.  They  turn  and  run  back  to  second  hold  and  bow. 

3.  Holding  hands,  partners  change  places  by  going  left  around  each 
other  and  bow. 

4.  Same  as  3,  which  brings  them  back  to  their  places. 

5.  With  the  words  "  turn  round  "  and  "  turn  under  "  the  boys  spin  the 
girls. 

6.  With  the  words  "  While  I  go  with  you  "  the  partners  bow  again. 


4.    SLEEPING  PRINCESS 
Formation  No.  12.    Couples  like  No.  2 

For  introduction  all  bow  to  princess. 

This  is  a  dramatized  story  song.  Each  school  may  interpret  it  as  it 
pleases,  provided  the  number  of  verses  and  the  general  movements  here 
given  are  followed.  For  instance  the  witch,  the  knight,  etc.,  may  be  in 
simple  costume,  and  the  knight  may  come  riding  in  on  a  hobbyhorse. 

The  Song 

1.  There  was  a  lovely  princess,  a  princess,  a  princess, 
There  was  a  lovely  princess  long  ago. 

2.  She  lived  in  a  high  tower,  high  tower,  high  tower, 
She  lived  in  a  high  tower  long  ago. 

28 


3.  A  witch  came  there  to  see  her,  etc. 

4.  The  princess  pricked  her  finger,  etc. 

The  princess  pricked  her  finger  and  fell  asleep. 

5.  The  thorns  grew  all  around  her,  etc. 

6.  A  handsome  prince  broke  through  them,  etc. 

7.  He  wakened  up  the  princess,  etc. 

8.  There  was  a  lovely  wedding,  etc. 

Directions 

During  verse  I :  All  skip  to  right. 

During  verse  2:  All  raise  arms  high  up  and  rise  on  toes. 

During  verse  3 :  The  witch  hobbles  into  ring  and  meets  the  princess, 
who  curiously  approaches  her. 

During  verse  4 :  The  princess  pricks  her  finger,  looks  at  it,  and  faints, 
then  falls  asleep  on  the  ground.  The  witch  hobbles  away.  All  the  chil- 
dren, walking  to  right,  point  with  right  index  finger  to  left  index  finger, 
emphasizing  the  motions  to  the  time  of  the  music. 

During  verse  5 :  All  take  small  steps  towards  the  sleeping  princess, 
raise  arms  forwards,  bending  slightly  forwards  over  the  princess.  This 
makes  a  closed,  much  smaller  oval  than  the  first.  They  remain  in  this 
formation  until 

During  verse  6:  The  prince  comes  riding  up,  and  tying  his  horse  to 
a  thorn  bush  he  breaks  through.  All  the  children  slowly  return  to  origi- 
nal oval  formation. 

During  verse  7:  The  prince  stoops  over  the  princess,  lifts  her  head, 
and  helps  her  to  rise.  All  the  children  in  oval  rub  their  eyes  with  their 
knuckles  and  then  stretch  themselves  as  children  will  when  waking  up. 

During  verse  8 :  The  prince  joins  both  hands  with  the  princess.  The 
children  in  oval  join  hands  and  skip  to  right  as  in  verse  I. 

5.    DANISH  DANCE  OF  GREETING 

Formation  No.  12.    Partners  stand  like  No.  2 

Directions 

Measure  I.    Each  dancer  claps  hands  twice  and  courtesies  to  partner. 

Measure  2.  Each  dancer  claps  hands  twice  and  courtesies  to  dancer  on 
other  side. 

Measure  3.  All  stamp  feet  twice,  starting  with  foot  next  to  own 
partner. 

"Measure  4.    All  turn  round  in  place  with  three  hops. 

Measures  1-4  (repetition).    Repeat  all  four. 

Measures  5-8.  All  join  hands  in  circle  and,  starting  with  right  foot, 
run  lightly  around  circle  to  right,  taking  four  steps  to  each  measure. 

Measures  5-8  (repetition).  All  repeat  running  steps  to  left,  starting 
with  left  foot. 


29 


6.   JOLLY  is  THE  MILLER 

Formation  No.  14.    Miller  stands  in  the  center 

The  Song 

Jolly  is  the  miller  who  lives  by  the  mill, 
The  wheel  goes  round  with  a  right  good  will ; 
One  hand  in  the  hopper  and  the  other  in  the  sack, 
The  right  steps  forward  and  the  left  steps  back. 

Directions 

The  couples  skip  (or  polka)  around  the  miller,  singing  the  song.  When 
they  come  to  the  words  "  The  right  steps  forward  and  the  left  steps  back," 
they  must  suit  their  actions  to  the  song.  At  this  the  miller  has  a  chance 
to  get  a  partner.  The  child  left  without  a  partner  becomes  the  miller. 

The  song  naturally  stops  long  enough  until  couples  have  all  been  newly 
formed  and  lined  up.  Repeat  this  a  number  of  times. 


GROUP  II.     GRADES  4,  5,  and  6 

General  Directions 

Before  starting  the  program  herewith  given  for  the  fourth,  fifth,  and 
sixth  grades  each  teacher  should  be  sure  that  all  the  children  of  her  class 
can  do,  with  absolute  certainty  and  without  any  hesitation  whatever,  all 
the  informal  work  of  the  warming-up  period  required  of  the  first  three 
grades. 

The  program  of  a  typical  physical  training  lesson  is  given  on  page  6. 
The  time  given  for  the  periods  should  not  be  altered  if  a  typical  physical 
training  lesson  is  to  be  given. 

An  extra  warming-up  period  should  be  given  whenever  the  children 
have  been  sitting  more  than  thirty  minutes.  The  typical  warming-up 
period  given  on  page  8  may  serve  as  guide. 

If  all  the  children  of  one  room  are  proficient  in  a  lively  folk  dance  or 
in  a  game  in  which  all  can  participate,  such  a  dance  or  game  may  serve 
as  warming-up  exercises. 

Formal  gymnastics,  folk  dances,  and  games'  not  described  in  detail  in 
this  program  may  be  practiced  only  if  the  pupils  of  this  group  can  do 
well  the  required  work. 

"  Prepare  for  exercise  "  should  be  made  an  important  part  of  the  pro- 
gram for  the  purpose  of  promoting  self -management  and  organization. 

Some  play  materials,  paper  and  pencils  for  score  keeping,  also  a  piece 
of  chalk  for  marking  lines  on  target  or  floor,  must  always  be  a  part  of 
"  Prepare  for  exercise,"  whether  or  not  circumstances  permit  of  their 
use. 

The  effectiveness  of  a  system  of  recreation  in  the  schools  will  depend 
upon  the  degree  of  self -management  and  organization  which  each  teacher 
can  develop.  The  play  of  the  children  after  school  hours  is  even  more 
dependent  upon  the  success  of  the  teacher's  efforts  to  get  self-management. 
By  studying  what  children  do  after  school  hours  the  teacher  may  well 
judge  of  the  value  of  the  work  done  in  school. 

For  Warming-Up  Period 

NOTE.  Do  as  little  teaching  and  correcting  as  possible  during  this  period.  Use 
simple  means  of  exercising  the  body. 

Use  formal  exercises  and  formations  or  dances  only  if  they  can  be  executed  with- 
out loss  of  time,  i.e.,  only  if  all  pupils  can  be  active  at  once,  without  any  of  them 
standing  or  sitting  still. 

For  a  couple  of  weeks  after  a  vacation  and  whenever  a  number  of  new  pupils 
have  entered  a  class  it  is  best  to  follow  the  informal  commands  given  for  the  typical 
warming-up  period-  on  page  8. 

During  these  weeks  the  required  formal  commands  and  class  formations  should 
be  practiced  during  the  educational  period. 

31 


A-l 


NO.I  "READY  FOR  EXERCISE  —  STAND" 

BOYS    AND     GIRLS     IN    ALTERNATE    AISLES 


NO.  E   "BOYS  ABOUT  FACE"  -  VL  FORWARD  MARCH' 

32 


No.3  THE  DRILL    FORMATION 

DOTTED  LINES    SHOW   PRECEDING        FORMATION  - 
ALIGNMENT  OF  BOYS  AND    GIRLS   BY  HEIGHT 


A- i 


N<x4  DOTTED  LINES  AND  ARROWS  INDICATE  THE  RETURN 
TO  THE  STUDY   SEATS. 


33 


A  Typical  Formal  Warming -Up  Period 

NOTE.    These    formal    commands    and    formations   must    have    previously    been 
taught  in  the  educational  periods  during  previous  weeks. 

Commands  and  their  Execution 

"  Prepare  for  exercise." 

See  page  8.    Also  include  scoring  materials  and  attention  to  possible 

visitors. 

Use  this  command  also  if  physical  training  period  is  to  be  held  in  the 

hall  or  in  the  yard. 

Cultivate  the  habit  of  taking  off  the  coats  among  boys.     Among  all 

pupils  try  to  have  tight  clothing  loosened.    The  use  of  sneakers  or  other 

soft  shoes  ought  to  be  encouraged. 

"  Class  at-tention." 

Pupils  sit  upright  without  leaning  against  backs  of  chairs. 

Hands,  palms  down  and  with  relaxed  wrists,  on  corners  of  desk  nearest 

to  body. 

Feet  together,  lower  legs  perpendicular  if  possible. 

Heads  up,  eyes  to  the  front. 

"Ready  to  stand  —  one  —  two."     (See  diagram  No.  A.) 

This  command  is  to  be  used  only  if  all  the  pupils  are  to  stand  in  right 

(left) -hand  aisles. 

Upon  "  one  "  the  right  foot  is  placed  in  the  middle  of  the  right-hand 

aisle. 

Upon  "two,"  with  the  aid  of  hands  and  arms,  pupils  lift  themselves 

softly  out  of  their  chairs.    They  draw  the  left  foot  up  to  the  right  foot 

and  come  to  fundamental  standing  position.    This  position  means : 

Feet  slightly  turned  outwards,  heels  fairly  well  together,  body's  weight 

well  over  the  insteps.     Head  up,  chin  drawn  in.     Arms  straight  along 

middle  of  trunk,  hands  at  the  middle  of  thighs.    Chest  up  and  shoulders 

gently  drawn  back  and  down. 

"  For  exercise  ready  to  stand  —  one  —  two." 

This  command  is  always  to  be  used  if  boys  and  girls  are  to  form  sepa- 
rate divisions. 

Boys  and  girls  stand  up  in  the  same  manner  as  described  under  the  pre- 
vious command,  except  that  boys  stand  up  in  boys'  aisles  and  girls  in 
girls'  aisles.  (See  diagram  No.  I,  page  32.) 

"  Boys  left  about—  face." 

About  facing  is  done  by  turning  upon  left  (right)  heel  with  ball  of  foot 
slightly  lifted.  The  right  (left)  leg  is  used  to  push  the  body  about. 
Heel  of  right  leg  is  slightly  raised,  ankle  and  knee  joints  are  kept  fairly 
stiff. 

"To  height  formation  forward  —  march."     (See  diagrams  Nos.  2  and  3,  pages  32 
and  33.) 

Boys  march  by  way  of  rear  of  room  and  girls  by  way  of  front  of  room 
to  height  formation  along  the  two  side  aisles  of  the  room,  with  the 
smallest  boys  in  the  right-hand  and  the  smallest  girls  in  the  left-hand 
(window)  aisle.  The  rest  line  up  according  to  height. 
Arrived  at  their  respective  height  formations,  all  turn  towards  middle 
of  room  and  mark  time. 

34 


"  Class  —  halt.' 


All  come  to  fundamental  standing  position. 

The  heels  come  together  on  the  second  count  after  "  halt "  is  given. 

"  To  rear  of  room  —  face." 

Boys  face  left,  girls  face  right. 

The  method  is  the  same  as  described  in  "about  —  face,"  except  that 

each  pupil  turns  only  one  quarter  turn. 

"  By  divisions  forward  —  march."     (See  diagram  No.  3,  page  33.) 

If  there  are  more  girls  than  boys,  use  more  aisles  for  girls;  if  the  re- 
verse, use  more  aisles  for  boys. 

Observe  that  the  first  boy  turns  up  in  the  same  aisle  where  the  height 
formation  was  formed,  and  observe  further  that  the  first  girl  takes 
always  the  next  aisles  to  the  boys'  division. 

All  pupils  turn  into  the  next  aisle  to  the  one  in  which  the  boy  (or  girl) 
ahead  of  him  turned.     Numbering  off  by  i,  2,  3,  or  4  should  not  be 
necessary  if  each  pupil  observes  where  the  pupil  ahead  of  him  turned. 
The  pupils   continue   in  the   aisles  until  there   is  one  to   each  desk. 
"  Open  "  desk  may  be  left  only  at  the  rear  ends  of  the  aisles. 
Arrived  at  their  respective  places,  pupils  mark  time. 

"Class  — halt." 

Same  as  before. 

NOTE.  The  class  stands  now  "  according  to  height "  and  in  two  divisions  (boys 
and  girls). 

All  are  now  ready  for  any  formal  or  informal  work. 

If  warming-up  exercises  are  to  be  given,  i.e.,  marching,  running,  skipping,  etc., 
alternate  aisles  must  be  faced  about.  Serpentine  marching,  etc.,  could  then  be  exe- 
cuted. (See  diagram  No.  B,  page  9.)  Serpentine  marching  must  always  be  done 
in  the  manner  indicated  in  the  diagram. 

Commands  needed  are  as  follows : 

Serpentine  Marching 

"The  even  (alternate)  aisles  left  (right)  about  — face." 

Explained  before. 
"  Serpentine  marching,  class  forward  —  march."     (See  diagram  No.  B,  page  9.) 

All  pupils  start,  upon  the  command  "  march,"  with  the  left  foot. 

The  body  should  be  inclined  slightly  more  forwards  during  marching 

than  during  fundamental  standing  position. 

The  knee  ought  to  be  lifted  quickly  forwards.    This  should  be  followed 

immediately  by  a  swift  extension  of  the  lower  leg,  while  ankle  and  toes 

are  forcibly  extended. 

The  ball  of  the  foot  should  then  strike  the  floor  first  and  not  the  heel. 

Snappy,  yet  soft,  marching  without  stiff  arms,  shoulders,  or  neck  must 

be  cultivated. 

Arms  should  be  allowed  to  swing  naturally,  i.e.,  free  and  loose  from  the 

shoulders. 

A  long  graceful  stride  with  head  well  up  and  chin  somewhat  drawn  in 

should  be  constantly  urged. 

"  Running  steps  —  go." 

The  first  running  step  is  taken  upon  the  second  count  after  "  go." 
Bodies  are  to  be  slightly  more  inclined  forwards. 

All  rise  on  their  toes;  knees  are  to  be  well  lifted  upwards;  arms  are 
slightly  flexed  at  elbows,  but  kept  loose  at  shoulders  and  swung  rhyth- 
mically; hands  are  gently  close,  with  palms  down.  Rhythm  is  not  to  be 
faster  than  marching  rhythm. 

35 


NOTE.  Running  steps  may  be  changed  directly  to  marching  or  to  skipping  steps, 
or  to  hop  and  skipping  steps,  but  "  halt "  is  never  to  be  taken  from  any  steps  but 
marching. 

Running,  skipping,  or  hop  and  skipping  steps  must  be  changed  into  marching 
steps  in  the  following  manner : 

Change  to  Normal  Marching 

"  Normal  time  —  march." 

After  the  command  "  march,"  four  (4)  more  running  steps  are  to  be 
taken.  Upon  the  fifth  count  all  change  to  marching  step. 

"  Back  to  your  places  and  mark  time  —  march." 

All  keep  on  marching  until  they  are  at  their  respective  division  forma- 
tions. 

"Class  — halt." 

Explained. 
"  Alternate  (or  even)  aisles  right  (left)  about  face." 

Explained. 
"  Mark  time  with  high  knee  bending  —  march." 

This  is  marching  in  place  and  should  be  executed  like  marching  off 
place,  but  much  more  vigorously  by  drawing  the  knees  forwards  and 
upwards  and  by  swinging  the  arms  more  vigorously. 
It  had  better  always  be  done  on  tiptoes.  But  anyway,  if  high  knee 
bending  is  used,  the  teacher  must  insist  that  the  pupil  land  softly  on 
the  ball  of  the  foot.  The  force  should  be  exerted  upwards,  not  down- 
wards. It  is  a  valuable  therapeutic  exercise,  but  may  easily  become  a 
nuisance  ivith  weak  disciplinarians  on  account  of  the  noise  and  the 
vibrations  of  floor  and  walls. 

"Class  — halt." 

Explained. 
"  Hips  —  firm." 

Hands  are  placed,  fingers  forwards  and  thumbs  backwards,  firmly  upon 
the  hips.  Wrist  joints  should  be  relaxed. 

"  Heel  raising  with  deep  knee  bending  in  series  —  go." 

"  In  series  "  means  that  exercises  are  to  be  repeated  a  number  of  times 
and  continued  until  command  "  halt "  is  given.  This  exercise  is  to  be 
taken  in  four  (4)  counts. 

Upon  "  one  "  the  pupils  rise  upon  their  toes  to  their  fullest  capacity. 
Upon  "  two  "  they  bend  their  knees  as  far  as  they  can  go,  keeping  heels 
up  at  the  same  time. 

Upon  "  three  "  the  knees  are  again  brought  to  complete  extension. 
Upon  "  four  "  the  heels  are  softly  lowered  to  the  floor. 
During  this  exercise  the  fundamental  poise  of  the  trunk   (perpendicu- 
lar) and  of  the  head,  as  given  in  fundamental  standing  position,  is  to  be 
maintained. 

"Class  — halt." 

Explained. 
"  Deep  breathing,  with  arms  rotation  in  series  —  start." 

Deep  breathing  is  to  be  considered  an  important  exercise.  As  such  the 
teacher  should  insist  upon  the  fullest  inhalation  and  the  most  complete 
exhalation  possible. 

36 


The  breathing  is  to  be  done  through  the  nose  with  the  lips  closed. 

The  breathing  is  to  be  further  emphasized  by  a  drawing  up  of  the  chest 

and  a  drawing  in  of  the  chin. 

In  this  instance  it  is  to  be  further  emphasized  by  arms  rotation.    In  this 

movement  the  arms  are  to  be  turned  forwards  outwards  in  the  shoulder 

joints  until  the  palms  of  both  hands  are  turned   forwards  sideways. 

While  the  arms  are  thus  being  turned  they  should  at  the  same  time  be 

pressed    downwards.      The    arms    return    to    normal    position    during 

exhalation. 

The  inhalations  should  be  taken  with  deep,  sharp  pull,  the  exhalations 

somewhat  slower  than  the  inhalations. 

Insist  upon  vigorous  efforts  on  the  part  of  every  child. 

"Class  — halt" 

"At  — ease." 

"  At-tention." 

"  Ready  to  sit  —  one  —  two." 

Upon  "  one  "  the  pupils  place  the  tips  of  extended  fingers  of  both  hands 
on  nearer  corner  of  their  desks.  At  the  same  time  they  place  the  left 
foot  under  the  desk,  far  enough  so  that  they  can  feel  the  chair  with  the 
back  of  the  lower  leg. 

Upon  "  two  "  they  slide  the  left  hand  along  the  edge  of  the  desk,  and  at 
the  same  time  they  bend  their  knees  and  sit  down. 

"  At  —  ease." 

Pupils  should  now  relax  and  lean  against  the  backs  of  their  chairs. 

For  Educational  Period 

NOTE.  Until  the  typical  formal  warming-up  period  is  well  learned  by  all  the  pupils 
of  one  classroom  it  must  be  taught  daily  during  the  educational  period.  As  soon  as 
this  is  done  each  class  should  be  taught  a  few  of  the  required  games  and  folk 
dances.  \Yhen  the  class  can  play  a  few  games  well  and  self -management  is  estab- 
lished, and  when  the  pupils  can  dance  nicely  a  few  folk  dances,  it  is  time  to  start  the 
practice  of  formal  gymnastics. 

A.  Plays  and  Games. 

B.  Folk  Dances. 

C.  Formal  Gymnastics. 


A.    Plays  and  Games 

The  Value  of  Plays  and  Games  and  their  Conduct 

It  is  of  the  greatest  importance  that  we  foster  an  enthusiastic  play  spirit 
in  our  children.  This  fundamental  form  of  physical  education  we  must 
carry  on  systematically  through  all  the  grades  of  our  schools. 

\Ye  start  with  simple  games  and  story  plays  in  our  first  grades  and 
gradually  reach  the  complex  games  and  sports  suitable  to  boys  and  girls 
of  the  upper  grades. 

From  the  simple  play  in  the  sand  box  and  the  imaginative  plays  of  the 
primary  grades  we  work  up  to  the  intricate  and  complex  games  which  re- 
quire well-equipped  playgrounds. 

.At  first  the  plays  stimulate  the  spontaneous  activities  of  the  individual 
child,  and  gradually  we  reach  those  games  which  train  the  harmonious 

37 


action  of  the  mass,  which  require  superior  skill  and  intricate  knowledge  by 
the  individual  and  organized  effort  of  many  against  many. 

Plays  and  games  have  a  definite  educational  value  and,  hygienically 
considered,  they  are  the  best  form  of  exercise  for  body,  mind,  and  soul. 

Fundamental  social  relations  are  trained,  such  as  devotion  to  a  cause 
and  loyalty  to  the  community.  Physical  strength,  health,  endurance,  and 
skill  are  developed,  and  habits  of  rational  recreation  are  formed.  Judg- 
ment is  acquired  and  chivalrous  virtues  are  fostered. 

The  spirit  of  fair  play  is  a  mark  of  the  highest  morality,  and  whenever 
we  insist  upon  fair  play  in  all  difficult  situations  we  are  teaching  loyalty 
for  loyalty's  sake. 

The  primary  office  of  short  recesses,  play  periods,  or  schoolroom  drills 
must  be  hygienic,  i.e.,  the  children  must  be  made  to  indulge  in  fundamental 
muscular  activities  which  will  effectively  stimulate  heart,  circulation, 
breathing,  skin  action,  etc. 

Yet  it  is  important  that  the  teacher  never  neglects  the  educational  value 
of  all  sensory  and  motor  activities,  and  she  should  therefore  always  culti- 
vate those  points  of  the  games  which  stimulate  imitation,  sense  perception, 
neuromuscular  efficiency  or  skill,  accuracy,  will  power,  self-control,  and 
character. 

The  regular  recess  or  game  period  is  not  necessarily  the  only  time  for 
games  and  plays.  Whenever  a  class  is  restless,  dull,  or  inattentive  an  ac- 
tive game,  a  lively  exercise,  or  a  few  breathing  movements  will  quickly 
refresh  mind  and  body. 

Open  the  windows  for  all  exercises,  and  whenever  the  children  go  out 
for  exercise  or  for  recess  change  the  air  while  they  are  gone.  Appoint 
aids  whose  duty  it  is  to  attend  to  the  opening  and  closing  of  the  windows 
for  all  these  occasions. 

All  games  and  plays  must  be  adapted  to  the  existing  conditions  of 
schoolroom,  corridor,  attic,  basement,  or  play  yard.  Acquaint  yourself 
most  carefully  with  all  the  details  of  the  game  before  teaching  it  to  the 
children,  and  see  to  it  that  all  play  implements  needed  for  a  particular 
game  are  on  hand  and  that  all  marks,  lines  of  play  field,  etc.,  are  made 
before  the  game  begins. 

Take  a  keen  interest  in  every  game,  enter  into  the  spirit  of  it,  and  play 
yourself  whenever  possible,  but  do  not  lose  control  of  the  game. 

Always  insist  upon  fair  play,  upon  strict  adherence  to  the  rules  and 
regulations.  Never  let  the  children  play  to  the  point  of  excitement  or 
exhaustion. 

Any  game  with  large  numbers  of  children  playing  in  a  limited  play 
area  requires,  of  course,  good  order.  Discipline  should  prevail  at  all 
times,  yet  this  should  not  interfere  with  the  fullest  possible  enjoyment  of 
the  game.  There  must  be  freedom,  but  never  license. 

Encourage  the  children  to  play  the  best  game  possible.  Comment  on 
good  play  as  well  as  poor  play  and  reprove  false  spirit.  Name  the  win- 
ning side  whenever  possible.  Until  games  and  spirit  are  well  developed 
referee  the  game  yourself.  Whenever  games  are  running  smoothly  let 
the  pupils  learn  to  umpire  and  referee.  Always  appoint  a  referee  when- 
ever you  are  obliged  to  attend  to  other  matters. 

If  captains  are  necessary,  they  should  be  appointed  or  elected  and  sides 

38 


should  be  chosen  before  going  out  to  the  yard.  The  existing  lines  in  the 
schoolroom  may  also  be  used  as  units  for  team  games,  providing  such  lines 
or  rows  have  equal  numbers  of  children. 

The  teachers  should  not  attempt  to  teach  too  many  games  at  once.  At 
first  it  may  be  necessary  to  practice  about  three  games,  in  order  that  chil- 
dren may  know  a  sufficient  variety  which  will  insure  all-round  participa- 
tion and  enough  exercise  for  all.  After  these  are  being  played  nicely, 
one  new  game  may  be  added  every  two  weeks  until -the  list  for  each  grade 
is  exhausted,  after  which  the  whole  list  may  be  gone  over  every  week. 

In  upper  grades,  where  the  games  become  more  complex  and  where 
sides  or  teams  play  against  one  another,  appoint  the  captains,  coaches,  etc., 
before  the  game  starts.  Whenever  possible  have  such  officers  chosen  by 
the  players  themselves.  Sometimes  it  is  well  to  have  such  officers  serve 
for  a  certain  number  of  days  or  weeks.  If  there  are1  children  who  for 
some  good  reason  cannot  participate  in  a  lively  game  or  play,  get  these 
to  serve  in  the  capacity  of  some  needed  official. 

Winning  by  any  means  whatever  is  the  worst  spirit  possible.  Teach 
the  children  to  love  play  for  its  own  sake  —  for  its  inherent  value  of  train- 
ing soul,  mind,  and  body. 

NOTE.  Read  sections  on  Team  Organization,  Captains,  etc.,  Group  III,  page 
64,  etc. 


GRADE    IV 

NOTE.  The  games  marked  with  a  star  are  also  suitable  for  use  in  the  schoolroom 
or  other  indoor  places.  Some  slight  variations  are  necessary  to  meet  the  more  lim- 
ited indoor  areas.  Games  marked  with  a  double  star  are  described  in  the  previous 
grade. 

If,  as  in  a  game  like  "  Mr.  Slap  Jack,"  only  a  limited  number  of  children  have 
had  sufficient  physical  exercise,  it  is  best  to  supplement  it  by  one  requiring  more  gen- 
eral participation,  like  "  Fish  and  Net." 

*i.  Mr.  Slap  Jack  *6.  Tag  the  Wall  Relay  Race 

2.  Touch  Ball  No.  I  7-  Hill  Dill** 

3.  Fish  and  Net  *8.  Basket-Filling  Race** 

4.  Dodge  Ball  No.  I  g.  The  Miller  is  Without**  - 

5.  Catch  Ball  *io.  Catching  Numbers** 

i.    MR.  SLAP  JACK 

The  players  form  a  circle.  Special  care  must  be  taken  that  there  are 
no  large  open  spaces  between  the  players.  There  should  be  a  distance 
between  each  player  of  about  two  feet. 

One  player  is  "  it "  and  with  a  towel  in  one  hand  walks  around  the  out- 
side of  the  circle.  The  players  hold  their  hands  behind  their  backs  with 
palms  up.  "  It  "  drops  the  towel  into  some  player's  hand  and  quickly 
escapes  by  running  around  the  circle  and  in  any  direction  he  chooses. 
The  one  who  received  the  towel  quickly  runs  after  "  it "  and  slaps  him 
as  much  as  he  can  until  "  it "  is  in  exactly  the  place  where  the  player  stood 
when  he  received  the  towel.  The  one  who  received  the  towel  now  con- 

39 


2.    TOUCH  BALL  No.  i 

The  players  form  a  circle  with  one  arm-length  open  space  between  each 
player.  Each  player  must  stand  in  stride  position,  with  both  feet  on  the 
circle.  One  player  is  "  it,"  and  his  position  is  on  the  outside  of  the  circle. 

The  players  on  the  circle  pass  a  basket  ball  quickly  around  the  circle 
from  one  to  the  other ;  no  player  may  be  skipped,  but  the  direction  of  the 
ball  may  be  changed  at  will.  "  It "  on  the  outside  tries  to  "  touch  "  the 
ball  with  his  hands.  If  he  succeeds,  the  player  having  the  ball  or  having 
last  handled  it  becomes  "  it,"  and  that  player's  place  is  taken  by  "  it." 

Rule  i.    The  ball  must  not  be  batted,  or  passed  with  one  hand. 

Rule  2.  A  player  may  not  move  his  feet  when  in  actual  contact  with 
the  ball.  He  may  stoop  or  bend  or  twist  in  any  direction. 

Rule  3.  "  It  "  may  not  push  or  touch  any  player.  If  he  does  this  while 
making  a  "  touch,"  his  play  shall  not  count. 

Rule  4.  If  the  ball  is  dropped  and  rolls  inside  the  circle,  any  player 
may  recover  it;  but  if  it  drops  or  rolls  outside  the  circle,. the  ball  goes  to 
"  it,"  and  the  one  having  last  handled  it  becomes  "  it." 

3.    FISH  .AND  NET 

The  class  is  divided  into  two  sides,  or  two  players  may  be  appointed  to 
choose  sides. 

Two  goals  about  three  feet  wide  are  marked  across  each  end  of  the  field 
of  play ;  each  side  takes  one  goal. 

The  teacher  names  one  side  the  "  fish  "  and  the  other  the  "  net,"  or  the 
leaders  may  toss  for  first  choice. 

Upon  a  given  signal  the  two  sides  must  leave  their  goals.  The  "  fish  " 
try  to  cross  over  into  the  goal  of  the  "  net,"  while  the  "  net  "  side,  by 
joining  hands,  form  one  long  "  net "  and  try  to  catch  as  many  "  fish  "  as 
possible.  A  catch  of  "  fish  "  is  ended  as  soon  as  all  the  uncaught  "  fish  " 
have  reached  the  "  net  "  goal.  The  "  fish  "  can  be  caught  only  by  the 
"  net "  closing  its  ends  around  the  "  fish  "  by  joining  the  hands  of  the 
end  men.  The  "  net  "  and  its  catch  now  go  to  the  "  fish  "  goal  and  play 
"  fish,"  whereas  the  former  "  fish  "  now  play  "  net." 

For  each  new  catch  the  teacher  must  give  the  signal. 

Rule  i.  No.  "fish  "  may  break  through  the  "net,"  either  by  forcibly 
parting  the  hands  of  the  "  net "  players  or  by  crawling  under  or  jumping 
over  the  arms  and  hands.  The  "  fish  "  may  escape  only  around  the  two 
ends  of  the  "  net." 

Rule  2.  All  "  fish  "  inside  the  "  net "  when  the  two  ends  joined  hands 
are  caught  and  belong  after  this  to  the  "  net  "  side. 

Rule  3.  If  the  "  net "  while  on  a  catch  breaks  in  any  part  of  its  length, 
no  "  fish  "  may  be  caught  on  that  run,  unless  the  break  is  quickly  mended. 

Rule  4.    No  "  fish  "  may  be  held  by  hands  or  in  any  other  way. 

The  game  ends  when  only  two  are  left  on  one  side.  The  two  may  be 
captains  for  the  next  game. 


40 


4.    DODGE  BALL  No.  i 

All  the  players  join  hands,  form  a  circle,  and  then  number  off  by  three. 

All  those  who  counted  "  one  "  go  inside  the  circle.  A  volley  ball  or 
practice  ball  is  used.  The  "  twos  "  and  "  threes  "  upon  a  given  signal 
begin  to  pelter  all  the  "  runners  "  on  the  inside  of  the  circle,  while  they 
try  to  "  dodge  "  the  ball.  If  anyone  is  hit,  he  must  join  the  circle  and 
assist  in  "  killing  "  the  runners.  This  continues  until  only  three  runners 
are  left. 

As  soon  as  only  three  of  the  number  "  ones  "  are  left  inside,  the  first 
inning  is  ended.  The  second  inning  is  played  as  the  first,  only  the  "  twos  " 
go  inside  the  circle.  In  the  third  inning  all  the  "  threes  "  go  inside  the 
circle  and  the  "  ones  "  and  "  twos  "  pelter  from  the  circle. 

A  fourth  inning  may  be  played  to  determine  the  smartest  "  dodger  "  of 
the  class.  For  this  purpose  all  the  last  three  players  of  each  number  enter 
the  circle,  i.e.,  nine  players,  and  all  the  rest  pelter.  This  inning  is  con- 
tinued until  only  one  player  is  left  inside  the  circle. 

Rule  i.  Any  runner  is  "dead"  and  must  join  the  circle  if  the  ball 
touches  any  part  of  his  body. 

Rule  2.  One  throw  may  "  kill "  one  or  more  runners,  i.e.,  if  it  should 
bounce  from  one  to  another  or  more. 

Rule  3.  The  throwers  on  the  circle  may  run  into  the  circle  to  recover 
the  ball  and  may  throw  it  to  one  of  the  players  in  the  circle,  but  in  order 
to  make  a  "  killing  "  the  thrower  must  have  both  feet  on  or  behind  the 
circle. 

5.    CATCH  BALL 

A  circle  six  feet  in  diameter  is  marked  in  the  center  of  the  field  of  play. 
Into  this  circle  "  it  "  steps  \vith  a  basket  ball.  The  players  join  hands 
and  form  a  concentric  circle  outside  the  six-foot  circle.  "  It "  tosses  the 
ball  into  the  air  in  such  a  manner  that  it  would  fall  inside  his  six-foot 
circle  if  the  ball  is  not  caught  or  otherwise  deflected  by  a  player.  Just 
before  "  it "  throws  the  ball  into  the  air  he  calls  the  name  of  a  player  in 
the  circle.  The  one  called  must  try  to  catch  the  ball  before  it  reaches  the 
ground.  If  he  succeeds,  he  takes  the  center  and  becomes  "  it,"  while  "  it  " 
joins  the  circle.  If  he  does  not  succeed,  he  returns  to  the  circle  and  "  it  " 
tosses  the  ball  again,  while  calling  some  other  player.  The  ball  must  be 
tossed  into  the  air  to  a  height  at  least  equal  to  the  radius  of  the  circle 
formed  by  the  players. 

6.    TAG  THE  WALL  RELAY  RACE 

The  players  are  divided  into  four,  five,  or  six  equal  teams,  or  captains 
are  appointed  to  choose  the  teams. 

A  line  is  marked  parallel  to  a  wall  or  fence  and  thirty  to  fifty  feet  away 
from  the  wall.  The  number  of  the  team  is  marked  on  the  wall,  opposite 
each  team.  This  mark  will  be  the  spot  the  runners  have  to  tag. 

If  there  is  no  wall  or  fence  at  one  end  of  the  field  of  play,  place  some 
objects,  like  chairs  or  boxes,  to  represent  the  wall. 


The  teams  in  file  formation,  and  with  six  to  eight  feet  distance  betw'een 
each  team,  line  up  behind  the  thirty-foot  line.  At  the  word  "  go  "  the 
first  runner  of  each  team  crosses  the  line,  runs  as  fast  as  possible  to  the 
wall,  touches  the  wall  with  his  hands,  returns  in  the  same  manner,  tags 
the  next  member  of  his  team,  and  takes  his  position  close  behind  the  last 
runner  of  his  team. 

The  second  runner  also  runs  as  soon  as  tagged  in  the  same  manner  as 
the  first,  and  so  on,  every  member  of  each  team  running  as  soon  as  he  is 
tagged.  The  race  is  finished  when  the  last  runner  has  tagged  the  first 
runner.  The  team  finishing  first  wins  the  race. 

Heats  must  be  run  in  the  following  manner: 

First  Heat.  Running  to  wall  and  tagging  it  with  right  hand,  returning 
on  left  side  of  team,  tagging  next  runner  with  left  hand. 

Second  Heat.  Running  to  wall  and  tagging  it  with  left  hand,  returning 
on  right  side  of  team,  tagging  next  runner  with  right  hand. 

Third  Heat.    Same  as  first  heat,  but  walking  instead  of  running. 

Fourth  Heat.  Same  as  second  heat,  but  skipping  instead  of  running. 
If  there  is  a  tie,  run  the  fifth  heat. 

Fifth  Heat.  Same  as  first  heat,  but  running  on  hands  and  feet  (rabbit 
race). 


GRADE   V 

NOTE.  The  games  marked  with  a  star  are  also  suitable  for  use  in  the  schoolroom 
or  other  indoor  places.  Some  slight  variations  are  necessary  to  meet  the  more  lim- 
ited indoor  areas.  Games  marked  with  a  double  star  are  described  in  the  previous 
grade. 

If,  as  in  a  game  like  "  Mr.  Slap  Jack,"  only  a  limited  number  of  players  have  had 
sufficient  physical  exercise,  it  is  best  to  supplement  it  by  one  requiring  more  general 
participation,  like  ''  Circular  Rope  Jump." 

*i.  Straddle  Ball  *6.  Tag  the  Wall  Relay  Race** 

2.  Bears  and  Cattle  7.  Fish  and  Net** 

3.  Circular  Rope  Jump  *8.  Mr.  Slap  Jack** 
"4.  Dare  Base  9.  Dodge  Ball** 

10.    Touch  Ball** 

i.    STRADDLE  BALL 

The  players  form  a  circle,  feet  in  straddle  (stride)  position  and  toes 
touching  toes  of  adjoining  players. 

"  It "  stands  in  the  center  with  a  basket  ball  and  tries  to  roll  the  ball 
out  of  the  circle  between  the  feet  of  some  player.  The  player  tries  to 
prevent  this  by  stopping  the  ball  with  his  hands,  and  if  successful  must 
roll  the  ball  back  to  "  it "  in  the  center. 

If  "  it  "  succeeds  in  getting  the  ball  out  of  the  circle,  the  player  through 
whose  feet  the  ball  passed  becomes  "  it "  and  "  it "  takes  that  player's 
place  in  the  circle. 


42 


2.    BEARS  AND  CATTLE 

Two  "  barns  "  are  marked;  one  each  on  the  two  side  lines  of  the  field 
of  play.  A  "  den  "  is  marked  midway  between  these  "  barns,"  but  on  the 
other  side  line  of  the  field. 

One  player  is  "  bear  "  and  stands  in  his  "  den."  All  the  other  players 
are  "  cattle  "  and  take  their  place  in  the  "  barns,"  about  half  of  the  players 
in  each  "  barn." 

Upon  a  given  signal  the  "  cattle  "  must  cross  over  to  the  other  "  barn," 
and  while  they  are  changing,  the  "  bear  "  runs  out  of  his  "  den  "  and  tags 
as  many  "  cattle  "  as  possible.  He  should  be  careful  to  tag  first  a  good 
lively  "  steer."  All  tagged  "  cattle  "  return  with  the  "  bear  "  to  his  "  den  " 
and  become  "  bears."  The  "  bears  "  must  now  form  a  line  by  joining 
hands ;  the  old  "  bear  "  and  the  first  one  tagged  must  take  the  ends  of 
the  line,  and  these  two  alone  may  tag  during  the  subsequent  chase.  All 
newly  tagged  "  bears  "  must  join  the  line  anywhere  between  the  two  end 
"  bears." 

A  signal  must  be  given  for  each  new  chase.  The  "  bears  "  may  chase 
only  in  an  unbroken  line.  If  during  a  chase  the  line  breaks,  all  "  cattle  " 
tagged  during  that  chase  are  free  again,  and  the  "  cattle  "  must  drive  the 
"  bears  "  back  to  their  "  den." 

The  last  "  cattle  "  caught  becomes  "  bear  "  in  the  next  game. 

3.    CIRCULAR  ROPE  JUMP 

The  players  form  a  circle  about  twelve  to  eighteen  feet  in  radius. 

The  "  teacher  "  takes  her  position  in  the  center  of  the  circle  with  the 
roped  bag  provided  for  this  game. 

The  "  teacher  "  then  swings  the  bag  around  the  circle,  as  close  as  pos- 
sible to  the  feet  of  the  players.  Upon  a  given  signal  the  "  teacher  "  lets 
out  the  rope  a  foot  or  two,  and  the  players  must  jump  the  bag  and  rope 
whenever  it  comes  to  them.  Any  player  who  gets  hit  by  the  rope  must 
leave  the  circle  and  may  rejoin  it  only  when  two  more  players  have 
been  hit. 

The  "  teacher  "  may  gradually  increase  the  speed  and  height  of  the 
rope. 

The  following  order  of  jumps  is  suggested : 

1.  Plain  jump  in  place  on  both  feet,  arms  loose  at  side. 

2.  Same  with  hands  on  hips. 

3.  Like  i,  rope  swinging  in  opposite  direction. 

4.  Like  2,  rope  swinging  in  opposite  direction. 

5.  Like  i,  on  left  foot. 

6.  Like  2,  on  left  foot. 

7.  Like  i,  on  right  foot. 

8.  Like  2,  on  right  foot. 

Those  players  who  step  back  out  of  the  way  of  the  swinging  rope  are 
out  of  the  game. 


43 


4-    DARE  BASE 

Two  parallel  lines  two  feet  apart  and  from  twenty  to  thirty  feet  in 
length  are  marked  in  the  middle  of  the  field  of  play.  This  is  the  "  dare 
base." 

Two  goals  are  marked,  one  each  at  the  two  opposite  sides  of  the  field 
and  parallel  to  the  "  dare  base."  The  players  divide  into  two  equal  groups, 
and  each  group  takes  one  goal. 

Two  players  are  appointed  "  catchers  "  and  take  their  positions  at  the 
ends  of  the  "  dare  base."  The  game  begins  on  a  signal  from  the  teacher, 
when  all  players  must  cross  over  to  the  opposite  goal.  The  catchers  may 
tag  them  anywhere  except  when  they  are  in  the  "  goals  "  or  on  the  "  dare 
base," 

No  player  may  return  to  the  same  goal  when  once  he  has  stepped  upon 
the  "  dare  base,"  but  must  cross  over  to  the  other  goal. 

Those  who  are  tagged  are  out  of  the  game  and  must  stand  on  the  side 
lines  of  the  field  of  play. 

The  player  last  tagged  becomes  catcher  for  the  next  game  and  may 
choose  his  assistant  catcher. 


5.   TOSSING  RACE 

The  players  are  divided  into  six  or  more  teams  of  equal  numbers.  The 
teams  line  up  in  front  formation,  one  behind  the  other,  all  facing  in  the 
same  direction,  and  each  player  from  six  to  eight  feet  distant  from  his 
next  team  mate. 

The  game  may  be  played  with  bean  bags  or  with  balls. 

The  players  stand  in  stride  standing  position  and  must  not  move  their 
feet  while  handling  the  bag.  If  the  ball  or  bag  is  dropped  the  player 
must  quickly  recover  it,  return  to  his  place,  resume  position,  and  then 
toss. 

The  following  order  of  heats  is  suggested : 

First  Heat.  Toss  the  bean  bag  with  right  hand  to  next  neighbor,  who 
must  catch  with  both  hands  and  toss  with  right  hand.  The  bag  must 
travel  from  player  to  player  to  the  end  of  the  line  and  back  again  to  the 
leader. 

Second  Heat.    Same  as  first  heat,  but  tossing  with  left  hand. 

Third  Heat.  Same  as  first  heat,  but  catching  and  tossing  with  right 
hand. 

Fourth  Heat.  Same  as  first  heat,  but  catching  and  tossing  with  left 
hand. 

Fifth  Heat.  Same  with  basket  ball,  using  both  hands  for  tossing  and 
catching. 

Sixth  Heat.    Same  as  fifth  heat,  twice  up  and  down. 

Seventh  Heat.    Same  as  fifth  heat,  five  times  up  and  down. 

Eighth  Heat.  Team  face  to  right  (left)  and  are  now  in  file  formation, 
one  player  behind  the  other.  Toss  the  ball  with  both  hands  over  your 
head  back  to  next  player,  then  face  about  and  await  the  return  of  the  ball, 
toss,  and  again  turn  about. 

44 


Fouls:  i.    Moving  one's  feet  while  handling  the  ball. 

2.  Passing  the  ball  while  out  of  position. 

3.  Any  offense  against  the  special  direction  for  each  heat. 


GRADE    VI 

NOTE.  The  games  marked  with  a  star  are  also  suitable  for  use  in  the  schoolroom 
or  other  indoor  places.  Some  slight  variations  are  necessary  to  meet  the  more  lim- 
ited indoor  areas.  Games  marked  with  a  double  star  are  described  in  the  previous 
grade. 

If,  as  in  a  game  like  "  Straddle  Ball,"  only  a  limited  number  of  players  have  had 
sufficient  physical  exercise,  it  is  best  to  supplement  it  by  one  requiring  more  general 
participation,  like  "  Watch  the  Teacher." 

i.  Catch  the  Third  8.  Dare  Base** 

*2.  Zigzag  Tossing  Race  9.  Bears  and  Cattle** 

3.  Touch  Ball  No.  2  10.  Mr.  Slap  Jack** 

*4.  Towel  Race  n.  Relay  Shuttle  Race 

*5.  Watch  the  Teacher  12.  Number  Race 

6.  Circular  Rope  Jump**  13.  Couple  Relay  Running  and  Jumping  Race 

7.  Straddle  Ball**  14.  Combination  Running  and  Tossing  Race 

15.    Combination  Relay  Running  and  Relay  Tossing  Race 

i.    CATCH  THE  THIRD 

The  number  of  players  must  be  even.  If  there  are  more  than  thirty 
players,  two  sets  should  be  arranged. 

All  the  players  except  two  join  hands  and  form  a  circle  so  that  their 
finger  tips  are  barely  touching.  They  number  off  by  twos,  and  all  the 
"  twos  "  step  close  behind  their  right  neighbor  number  one. 

One  of  the  two  players  who  did  not  join  the  circle  is  "  it,"  the  other 
is  the  "  runner." 

"  It "  tries  to  catch  the  "  runner,"  but  the  "  runner  "  makes  his  escape, 
and  if  he  succeeds  in  stepping  in  front  of  any  couple  in  the  circle,  he  is 
"  safe."  If  the  "  runner  "  is,  however,  tagged  before  he  is  "  safe,"  he 
becomes  "  it "  and  "  it  "  must  be  the  "  runner." 

\Yhen  the  "  runner  "  successfully  steps  in  front  of  a  couple  he,  as  we 
have  seen,  is  "  safe,"  but  at  the  moment  when  he  is  "  safe  "  the  outer  one 
of  the  couple  becomes  the  "  runner,"  because  he  is  now  the  third  one  in 
that  file,  and  he  in  turn  must  try  to  get  quickly  "  safe." 

The  best  "  runner  "  is  the  one  who  manages  to  get  "  safe  "  as  quickly 
as  possible,  or  who  steps  in  front  of  a  couple  where  he  can  surprise  the 
third  in  line. 

In  order  to  make  this  game  lively  and  interesting  the  teacher  must  act 
as  umpire  and  must  make  all  decisions  quickly  by  calling  out  "  safe  "  or 
"  it,"  whichever  may  be  the  case. 

If  the  "  runners  "  "  show  off  "  by  running  about  too  long,  add  the  rule 
that  a  player  must  try  to  get  "  safe  "  before  one  of  his  three  neighboring 
couples. 

The  original  size  and  the  space  between  the  couples  must  be  maintained 
at  all  times. 

No  taking  "  hold  "  is  permitted  and  nobody  must  warn  any  player  when 
he  is  not  paying  attention. 

45 


2.  ZIGZAG  TOSSING  RACE 

The  players  are  divided  into  four  or  more  even  teams,  or  captains  may 
choose  their  teams.  The  teams  line  up  in  line  formation,  one  team  ex- 
actly behind  the  other.  It  is  important  that  each  team  occupies  exactly 
the  same  amount  of  floor  space. 

In  each  team  the  players  number  off  by  twos,  the  "  twos  "  face  about, 
and  all  take  two  steps  backwards.  Each  team  now  stands  in  zigzag  for- 
mation, all  the  "  ones  "  facing  the  "  twos."  The  players  must  stand  in 
stride  standing  position. 

The  first  player  in  each  team  receives  a  medicine  ball.  At  the  command 
"  go  "  the  leader  tosses  the  ball  to  the  next  player  opposite  in  his  team, 
and  this  one  to  the  next  opposite,  and  so  on,  the  ball  traveling  in  a  zigzag 
line  down  to  the  other  end  and  back  again  to  the  leader. 

This  is  called  a  simple  heat. 

When  the  players  can  handle  the  ball  nicely  and  understand  this  race, 
a  heat  may  consist  of  two,  three,  or  more  runs  up  and  down  the  team. 
The  captain  of  each  team  may  change  the  position  of  any  player  if  he 
thinks  he  can  thereby  improve  the  efficiency  of  his  team  play. 

A  heat  is  won  by  the  team  which  first  gets  the  ball  back  to  the  captain 
without  making  a  foul. 

Always  play  an  uneven  number  of  heats  and  announce  the  winning  team 
at  the  finish  of  each  heat. 

Fouls:  i.    Moving  one's  feet  while  tossing  the  ball. 

2.  Tossing  the  ball  when  not  in  position. 

3.  Skipping  a  player. 

3.  TOUCH  BALL  No.  2 

The  players  join  hands  and  form  a  circle.  If  there  are  more  than  thirty 
players,  two  or  more  circles  should  be  formed. 

A  basket  ball  is  given  to  a  player  in  the  circle.  The  ball  is  rolled  from 
one  to  another,  from  side  to  side,  here  and  there,  anywhere  a  player 
chooses,  but  always  in  such  a  manner  that  "  it  "  cannot  easily  tag  it. 

One,  two,  or  three  players  are  "  it "  and  take  their  places  anywhere  in- 
side the  circle.  If  any  one  of  them  succeeds  in  "  tagging  "  the  ball,  the 
player  who  last  handled  the  ball  becomes  "  it "  and  the  successful  "  it " 
joins  the  circle. 

All  players  must  stand  with  both  feet  on  the  circle  and  may  not  leave 
the  circle  to  recover  the  ball  if  it  is  inside  the  circle.  A  player  may  fall 
forwards  on  his  hands  to  recover  or  pass  a  ball,  providing  both  his  feet 
are  on  or  behind  the  circle. 

The  ball  may  be  passed  with  one  or  two  hands  or  it  may  be  batted,  but 
the  ball  must  be  kept  rolling. 

If  the  ball  rolls  out  of  the  circle,  the  player  recovering  it  must  first 
take  his  position  on  the  circle  before  he  may  pass  the  ball. 

Any  player  is  responsible  for  the  ball  as  soon  as  any  part  of  his  body 
has  come  in  contact  with  the  ball. 

Any  player  fouling  against  these  rules  must  leave  the  game. 

46 


4.   TOWEL  RACE 

The  players  are  divided  into  three  or  more  teams  of  even  numbers,  or 
captains  may  choose  sides. 

The  teams  are  lined  up  in  file  formation,  with  six  to  eight  feet  distance 
between  each  two  adjoining  teams. 

The  first  player  of  each  team  must  "  toe  "  the  base  line.  Thirty  to  fifty 
feet  from  the  base  line  and  parallel  to  it  the  marks  are  placed.  These  may 
consist  of  chairs,  posts,  jumping  stands,  baskets,  etc.  There  must  be  one 
mark  for  each  team  and  exactly  opposite  the  team's  position. 

The  first  player,  who  is  captain,  holds  the  towel. 

The  following  order  of  variations  should  be  followed : 

First  Heat.  Running  up  to  the  mark  on  the  right  side,  rounding  the 
mark,  coming  back  on  the  left  side  of  the  team,  and  delivering  the  towel 
to  the  next  player  with  the  left  hand. 

Second  Heat.  Running  up  to  the  mark  on  the  left  side,  rounding  the 
mark,  returning  to  the  team  on  the  right  side,  and  delivering  the  towel 
with  the  right  hand. 

Third  Heat.  Combination  of  first  and  second  heats  as  one  heat,  i.e.,  the 
second  heat  follows  the  first  one  without  a  new  starting  signal. 

Fourth  and  Fifth  Heats.  Same  as  first  and  second  heats,  but  walking 
instead  of  running. 

Sixth  Heat.    Same  as  first  heat,  but  on  hands  and  feet. 

Fouls :  i .    Runner  leaving  the  base  line  before  he  has  the  towel. 

2.  Tossing  the  towel. 

3.  Rounding  the  mark  on  the  wrong  side. 

4.  Returning  to  the  team  on  the  wrong  side. 

5.  Delivering  the  towel  with  the  wrong  hand. 

6.  Disturbing  the  mark  while  rounding  it. 

NOTE.  The  manner  in  which  each  heat  shall  be  run  may  be  announced  only  by 
the  starter  just  before  the  starting  signal  is  given. 

5.    WATCH  THE  TEACHER 

A  base  line  is  marked  along  and  close  to  one  of  the  side  lines  of  the 
field  of  play,  and  a  goal  line  is  marked  parallel  to  the  base  line,  but  within 
eight  feet  of  the  opposite  side  line  of  the  field  of  play. 

The  players  line  up  on  the  base  line.  The  "  teacher,"  with  a  cane  in  her 
hands,  stands  twenty  feet  in  front  of  the  center  of  the  base  line,  with  her 
back  to  the  players. 

When  the  "  teacher  "  taps  the  ground  with  her  cane  the  players  and  the 
"  teacher  "  run  towards  the  goal  line,  but  the  moment  the  "  teacher  "  stops, 
all  players  must  stop  and  stand  "  dead  "  still. 

If,  when  the  "  teacher  "  quickly  looks  back,  she  sees  any  player  moving 
any  part  of  his  body,  she  sends  him  back  to  the  base  line.  The  player 
sent  back  may  run  again  at  the  next  signal. 

The  "  teacher  "  may  look  back  as  many  times  as  she  wants  to  while  stand- 
ing still,  but  after  the  signal  and  while  moving  she  may  not  look  back. 

The  player  wins  who  first  crosses  the  goal  line. 

47 


11.  RELAY  SHUTTLE  RACE  (Adapted  for  Field  Day) 

Twenty  boys  and  twenty  girls  are  arranged  in  couples.  With  their  right 
hands  the  boys  hold  the  girls'  left  hands. 

Nineteen  couples  line  up  in  close  order  behind  the  starting  line,  the 
smallest  couple  first,  then  by  couples  according  to  height.  (See  key  to 
folk  dance  illustrations  No.  10.) 

The  twentieth  couple  stands  on  the  finish  line,  which  shall  be  twenty- 
five  yards  in  front  of  the  starting  line. 

Upon  the  blow  of  the  whistle  after  "  ready  —  set  "  the  first  couple  runs 
over  to  the  couple  on  the  finish  line,  joins  hands  with  that  couple,  then 
runs  once  left  around  in  a  ring.  After  once  around,  couple  No.  I  re- 
leases couple  No.  20. 

As  soon  as  released,  couple  No.  20  runs  to  the  starting  line.  Here  the 
girl  tags  with  her  right  hand  the  right  hand  of  couple  No.  2. 

This  second  couple  now  does  the  same  as  couple  No.  I,  and  so  on,  in 
turn,  every  couple  until  couple  No.  20  is  again  on  the  finish  line  and 
couple  No.  19  has  tagged  couple  No.  I  on  the  starting  line. 

12.  NUMBER  RACE  — BOYS  (Adapted  for  Field  Day) 

Ten  boys  from  this  group  line  up  according  to  height,  one  boy  behind 
the  other,  the  smallest  boy  first  (file  formation).  They  are  numbered 
from  i  to  10.  No.  I  takes  his  position  on  mark  No.  I  ;  the  rest  take  posi- 
tions at  five-foot  distances  behind  him.  There  should  be  marks  for  each 
runner. 

Upon  the  signal  "  ready  —  set  "  every  boy  must  be  ready  to  run,  but 
each  runs  only  when  his  number  is  called. 

When  a  given  number  is  called,  this  number  turns  left  about,  runs  on 
the  left  side  of  his  team,  around  the  rear  end  of  his  team,  up  on  the  right 
side  of  his  team,  then  around  the  first  number  of  the  team,  and  back  to 
his  place. 

From  any  number  called,  the  boy  returning  to  his  mark  first  scores  a 
point  for  his  team. 

One  or  more  numbers  may  be  called  in  rapid  succession.  The  same 
number  may  be  called  several  times. 

In  running  around  the  ends  of  the  teams  no  player  is  allowed  to  touch 
the  end  men. 

The  team  making  the  highest  score  wins  this  event. 

This  game  may  be  played  in  three  or  more  heats,  i.e.,  about  six  schools 
may  run  at  a  time.  The  winning  team  in  each  heat  runs  in  the  final  heat. 

13.    COUPLE  RELAY  RUNNING  AND  JUMPING  RACE  (Adapted  for 

Field  Day) 

Twenty  boys  and  twenty  girls  are  arranged  in  couples.  With  their 
right  hands  the  boys  take  the  girls'  left  hands.  Ten  couples  are  lined  up 
in  open  order  at  ten-foot  distances.  The  first  couple  stands  on  the  finish 
line  and  ten  other  couples  are  lined  up  in  close  order  behind  the  starting 
line.  Couple  No.  1 1  holds  a  reed  between  them.  Upon  the  starting  signal 

48 


this  couple  runs  forwards  to  the  first  couple  on  the  finish  line,  the  reed 
being  held  high  and  carried  over  the  heads  of  the  first  ten  couples.  As 
soon  as  the  eleventh  couple  passes  in  front  of  the  first  couple  the  former 
turns  about,  lowers  the  reed  to  the  ground,  and  at  once  runs  back  to  the 
starting  line.  All  the  couples  from  I  to  10  are  now  obliged  to  jump  the 
reed.  As  soon  as  the  eleventh  couple  returns. to  the  starting  line  it  de- 
livers the  reed  to  the  next  couple,  which  in  turn  repeats  the  same  process, 
and  so  on  until  the  twentieth  couple  has  returned  the  reed  to  the  eleventh 
couple.  Here  the  race  ends. 

14.    COMBINATION  RUNNING  AND  TOSSING  (Adapted  for  Field  Day) 

This  race  is  to  be  run  by  twenty  boys.  The  girls  sit  along  the  right  side 
of  their  lane,  facing  towards  the  boys.  The  twenty  boys  are  lined  up  in 
close  order,  one  behind  the  other,  behind  the  starting  line.  The  regula- 
tion indoor  baseball  is  used.  Upon  the  starting  signal  No.  i,  having  the 
ball,  runs  to  the  finish  line,  which  he  must  cross  with  both  feet.  From 
here  he  tosses  the  ball  back  to  No.  2,  who,  as  soon  as  he  has  caught  it, 
runs  to  the  finish  line,  where  he  tosses  the  ball  to  No.  3,  and  so  on  until 
No.  20  has  caught  the  ball.  Here  the  race  ends. 

As  soon  as  each  boy  has  tossed  his  ball  he  must  sit  down  with  his  back 
towards  the  grand  stand,  the  first  boy  five  feet  from  the  finish  line,  the 
others  in  close  order  behind  No.  I. 

15.    COMBINATION  RELAY  RUNNING  AND  RELAY  TOSSING  RACE 
(Adapted  for  Field  Day) 

Twenty  boys  are  lined  up  in  couple  file  formation  behind  the  starting 
line.  The  right-hand  runner  has  an  indoor  baseball  in  his  right  hand. 
The  inner  hands  of  the  couples  are  joined. 

Upon  the  starting  signal  the  first  couple  runs  forwards  at  the  right  side 
of  the  field  to  the  finish  line,  then  around  the  mark  from  right  to  left. 
The  left-hand  runner  remains  here.  The  right-hand  runner  continues  to 
run  halfway  back  to  the  starting  line,  where  a  halfway  line  is  marked  on 
the  ground. 

As  soon  as  he  arrives  here  he  tosses  the  ball  to  his  partner,  whom  he 
left  at  the  finish  line. 

The  partner  tosses  the  ball  back  to  him  to  his  halfway  mark. 

As  soon  as  he  gets  the  ball  back  he  tosses  it  to  the  right-hand  runner 
of  the  next  couple. 

After  this  the  first  couple  returns  to  the  starting  line  and  lines  up  behind 
the  team.  The  left-hand  partner  brings  the  right-hand  partner  home. 

A  new  signal  is  given  for  each  succeeding  couple,  i.e.,  ten  signals 
in  all. 

Each  couple  which  returns  the  ball  in  the  required  order  makes  one 
point  for  its  team. 

The  tenth  couple  tosses  to  the  first  couple. 

Thus  far  the  race  is  only  an  accuracy  contest. 

The  teams  making  a  ten-point  score  within  a  certain  time  limit  must 
race  a  final  heat  where  speed  and  accuracy  counts. 

In  this  speed  competition  one  missed  catch  will  disqualify  the  team. 

49 


B.  Folk  Dances 

NOTE.  Read  the  section  on  "  The  Value  of  Rhythmic  Exercises,  Singing  Games, 
and  Folk  Dances,"  page  20. 

Rehearse  the  preparatory  formations,  exercises,  and  courtesies  given  in  that 
section  and  use  the  formations  given  in  the  diagrams  and  in  the  key  to  folk  dance 
illustrations. 

Practice  every  dance  until  all  the  children  can  dance  it  without  special  mental 
efforts,  i.e.,  until  they  execute  steps  and  figures  subconsciously.  This  will  insure 
wholesome  exercise  and  real  recreation. 


i.   ACE  OF  DIAMONDS 
Formation  No.  13  or  No.  15 

During  introduction  partners  courtesy  to  each  other  and  remain  stand- 
ing facing  each  other,  arms  folded  across  the  chest. 
THE  DANCE 

1.  On  first  note  of  first  measure  all  clap  their  hands  smartly,  then  dur- 
ing rest  of  this  and  measures  2,  3,  and  4,  with  right  arms  linked,  the 
partners  skip  left  around  each  other  until  back  in  their  places. 

2.  During  5,  6,  7,  and  8  they  repeat  the  same,  but  instead  of  linking 
right  arms  they  link  left  arms  and  run  right  around  each  other. 

3.  Now,  with  arms  folded  across  chest,  starting  with  hop  of  left  foot 
and  swinging  of  right  leg  across  left  leg,  girls  going  backwards,  boys 
going    forwards,   boys   advance    (girls    retreat)    during  the   next   four 
measures. 

4.  During  next  four  measures  they  repeat  3,  but  return  to  their  original 
positions. 

5.  During  next  eight  measures,  partners  having  first  joined  hands  (see 
figure  No.  10),  boys'  right  hands  taking  girls'  left  hands,  they  dance, 
starting  with  outside  feet,  the  polka,  facing  each  other  and  turning  their 
backs  to  each  other  alternately  (face  to  face  and  back  to  back).     The 
couples  all  advance  in  line  of  direction. 


2.    HOPP  MOR  ANNIKA 

(Hop  MOTHER  ANNIKA) 

Formation  No.  13  or  No.  15 

During  the  introduction  (two  measures)  the  partners  join  both  hands 
and  courtesy  twice.  The  first  courtesy  is  taken  with  a  leading  side  step 
in  line  of  direction,  the  boys  stepping  sideways  with  left  foot  once,  the 
girls  with  right  foot.  They  then  place  the  other  foot  behind  and  courtesy. 
They  repeat  their  courtesy  in  the  reverse  direction. 

These  two  courtesies  should  be  repeated  if  the  dance  is  repeated. 

In  ordinary  practice  the  girls  may  be  allowed  to  pass  on  to  the  next 
partner  ahead,  instead  of  executing  the  second  courtesy  to  the  old  partner. 


THE  DANCE 

1.  The  couples  join  inner  hand  (see  figure  No.  2).    During  measures 
3,  4,  5,  6  and  repeat  they  march,  starting  with  outer  feet  and  with  vigorous 
forward  swing  of  arms,  in  line  of  direction,  i.e.,  sixteen  steps. 

2.  During  measures  7-14,  continuing  in  line  of  direction,  they  skip 
ahead  sixteen  times,  also  using  vigorous  swinging  of  arms  and  vigorous 
upward  bending  of  knees. 

3.  At  close  of  previous  part  the  couple  comes  to  a  standstill,  facing  each 
other  as  at  the  start. 

Each  pupil  claps  his  own  hands,  then  with  right  hand  claps  right  hand 
of  partner,  at  the  same  time  pointing  the  right  foot  forwards  and  inclining 
the  head  sideways  to  right,  then  claps  his  own  hands  together,  then  with 
left  hand  claps  left  hand  of  partner,  at  the  same  time  pointing  the  left 
foot  forwards  and  inclining  the  head  to  left. 

This  clapping  of  own  hands  and  right  hands,  own  hands  and  left  hands 
is  repeated  four  times,  using  up  eight  measures,  i.e.,  measures  15-18  and 
repeat. 

4.  During  the  last  eight  measures  (19—26),  partners  having  first  joined 
inner  hands  (see  figure  No.  10),  they  dance,  starting  with  outside  feet, 
the  polka,  facing  each  other  during  one  measure  and  turning  backs  to  each 
other  on  next  measure.    They  continue  this  alternately,  i.e.,  face  to  face 
and  back  to  back.    The  couples  advance  in  line  of  direction. 

The  face  to  face  and  back  to  back  movements  should  be  executed  with 
a  decided  turn  of  the  shoulders  and  a  decided  swing  of  the  inner  arms. 
The  free  hands  should  be  placed  on  the  hips. 

3.    MOUNTAIN  MARCH 

The  dance  is  supposed  to  represent  two  mountain  climbers  with  their 
guide.  The  guide  stands  in  front,  holding  a  short  strap  in  each  hand. 
The  two  climbers  stand  behind  the  guide.  They  hold  their  inner  hands 
and  with  their  outer  hands  take  hold  of  the  strap  held  by  the  guide.  The 
three  form  a  triangle,  with  the  guide  ahead  as  No.  I,  the  left-hand  part- 
ner as  No.  2,  and  the  right-hand  partner  as  No.  3. 

Being  an  imitation  of  mountain  climbing,  the  dancers  should  incline 
the  body  somewhat  forwards,  using  decided  (stamping)  steps  and  sway- 
ing the  whole  body  with  the  foot  which  takes  the  step. 

The  steps  are  taken  with  the  music,  counting  one  —  two  —  three.  The 
stamping  is  done  on  the  first  count. 

Part  i.  Measures  1-16.  Beginning  with  the  right  foot,  all  march  for- 
wards, taking  three  steps  to  each  measure  and  stamping  on  the  first  count. 

The  steps  are  right,  left,  right ;  left,  right,  left.  This  is  repeated  eight 
(8)  times. 

Part  2.    Measures  17-32.    Use  short  running  steps  with  slight  hops. 

Measure  17.  No.  i,  bending  trunk  forwards,  runs  backwards  under 
arms  of  No.  2  and  3  while  they  are  running  in  place. 

Measure  18.    All  run  three  steps  in  place. 

Measures  19-20.  No.  2,  with  six  short  running  steps,  passes  in  front 
of  No.  i  and  turns  around  himself  and  under  arms  of  Nos.  I  and  3. 

Measures   21—22.     No.   3,  with   six   short   running  steps,   turns   once 

Si 


around  himself,  with  his  right  side  leading,  and  under  the  right  arm  of 
No.  i. 

Measures  23-24.  No.  I,  with  six  steps,  turns  once  around  to  the  right 
under  his  own  right  arm. 

This  brings  all  three  back  to  the  original  line-up. 

During  this  whole  figure  the  dancers  who  are  not  actively  engaged  in 
circling  must  continue  to  run  in  place  with  light  graceful  steps  and  heels 
well  lifted. 

Measures  25-32.    Repeat  all  of  Part  2. 

4.    GARALSKI  TANIEC 
Formation  No.  14  or  No.  18 
DANCE  POSITION  OF  COUPLES 

Part  i.  The  boys  put  their  right  arms  around  the  girls'  waists  and  the 
girls  put  their  left  arms  on  the  boys'  shoulders.  The  free  arms  are  held 
diagonally  forwards  upwards,  with  palms  up,  heads  erect  and  high,  both 
partners  facing  the  grand  stand. 

During  the  three  emphasized  steps  after  the  fourteen  slides  forwards 
this  dance  position  of  the  partners  is  reversed,  i.e.,  the  boys  circle  the  girls' 
waists  with  their  other  arm  and  face  about. 

Part  2.  At  the  end  of  the  first  part,  during  the  three  emphasized  steps, 
the  partners  release  the  waisthold.  They  face  forwards,  the  girls  about 
a  step  in  front  of  the  boys. 

The  girls  hold  their  left  arms  diagonally  upwards  and  sideways  and 
their  right  arms  with  hips  firm. 

The  boys  hold  their  right  arms  diagonally  upwards  and  sideways  and 
their  left  arms  with  hips  firm. 

During  the  second  half  of  this  part  boys  and  girls  reverse  the  position 
of  their  arms  during  the  three  emphasized  steps. 

Part  3.  During  the  last  three  emphasized  steps  of  the  second  part  the 
partners  step  to  the  side  of  each  other,  right  sides  together.  They  clinch 
each  other's  right  arms,  at  the  same  time  taking  hold  of  each  other's 
waists  with  their  right  hands. 

This  position  and  the  hold  are  reversed  during  the  second  half  of  this 
part  and  also  during  the  three  emphasized  steps. 

THE  DANCE  AND  STEPS 

Part  i.  All  take  fourteen  slides  forwards  and  finish  with  three  em- 
phasized steps  —  sixteen  measures.  Here  they  change  their  holds  as 
indicated  above. 

All  take  fourteen  slides  in  the  opposite  direction  and  finish  with  three 
emphasized  steps  —  sixteen  measures. 

During  the  three  emphasized  steps  they  take  a  position  which  brings 
the  boy  slightly  behind  his  partner,  but  still  leaves  him  to  the  left  of  her. 

Part  2.  (a)  Boys  slide  to  right  and  girls  to  left  six  steps  and  finish 
with  three  emphasized  steps  —  eight  measures. 

(b)  With  six  slides  they  return  to  partners,  and  all  emphasize  three 
stamps  —  eight  measures.  During  stamps  they  face  each  other. 

52 


Part  3.  (a)  With  right  arms  clinched  and  starting  with  right  foot  they 
take  seven  steps  and  hops  and  three  emphasized  steps  —  eight  measures. 

(b)  During  these  three  emphasized  steps  they  change  hooked  arms, 
take  seven  steps  and  hops  in  the  opposite  direction,  and  with  three  em- 
phasized steps  change  to  original  position  as  in  part  I. 

Repeat  all  of  Part  3. 

NOTE.  All  slides  should  be  vigorous,  but  rather  short  The  stamps  should  also 
be  vigorous.  Observe  good  lines  and  poise. 

5.   THE  FIRST  OF  MAY 

Formations  Nos.  14  and  13  and  positions  Nos.  2  and  4 
Note  arrows  for  directions.    About  ten  couples  to  one  circle. 

The  Song 

To-day  's  the  first  of  May, 
To-day  's  the  first  of  May,  May,  May, 
To-day  's  the  first  of  May, 
To-day  's  the  first  of  May! 

Good-bye,  dear  friend,  good-bye, 
We  511  meet  again  some  day,  some  day, 
We  '11  meet  again  some  day, 
Before  the  first  of  May. 
THE  DANCE 

Part  i.  Measures  1-8.  Formation  No.  14.  Starting  with  the  outside 
foot  (see  figure  No.  10),  all  skip  fifteen  times  in  line  of  direction  (right; 
see  figure  Xo.  12).  With  the  eighth  measure  partners  turn  face  to  face 
and  all  come  to  a  standstill  (see  figure  No.  13). 

Part  2.  Measures  9-10.  Partners  shake  each  other's  right  hand  three 
times.  This  must  be  done  with  considerable  emphasis,  raising  hands  chest 
high  and  moving  them  downwards  with  slight  forward  bending  of  the 
body,  the  downward  movements  coming  on  "  -bye,"  "  -friend,"  "  -bye." 

Measures  11-16.  Each  partner  turns  quickly  one  quarter  turn  to  the 
right,  all  clap  their  own  hands  and  skip  to  the  right  around  the  circle. 
The  partners,  having  faced  each  other  during  the  previous  figure,  now 
skip  in  opposite  directions.  At  the  end  of  the  sixteenth  measure  all  ought 
to  be  again  opposite  their  partners  and  ready  for  a  repetition  of  the  dance. 

NOTE.  In  ordinary  practice  the  partners  may  change.  If  this  is  done  they  ought 
to  pass  their  own  partner  on  the  sixteenth  measure  and  take  the  next  partner  beyond 
their  old  partner. 

6.   TROIKA 
FORMATION 

There  are  three  dancers  in  a  set,  usually  one  boy  with  one  girl  on  either 
side.  Left  partner  is  No.  i,  boy  is  No.  2,  right-hand  partner  is  No.  3. 
All  stand  in  circle  formation  like  figure  No.  14,  or  No.  18  one  column. 
Allow  plenty  of  room  inside  and  outside  of  formation. 

53 


THE  STEP 

A  light  running  step  on  the  toes  with  the  free  legs  snapped  forwards 
and  feet  nicely  pointed  downwards. 

THE  DANCE 

Part  i.  Measures  1-4.  Four  running  steps  diagonally  forwards 
outwards. 

Four  running  steps  diagonally  forwards  inwards. 

Eight  running  steps  in  line  of  direction. 

Two  measures.  No.  3  runs  under  arms  of  Nos.  I  and  2  and  turns  in 
place. 

Two  measures.  No.  I  runs  under  arms  of  Nos.  2  and  3  and  turns  in 
place. 

Part  2.  Four  measures.  The  three  partners  now  join  hands  and  form  a 
ring.  All  circle  to  the  left,  using  sixteen  steps. 

Two  measures.    All  circle  to  the  right,  using  eight  steps. 

Two  measures.  Center  (boy)  passes  forwards  under  arms  of  partner 
to  next  set  ahead. 


C.  Formal  Gymnastics 

The  Value  of  Formal  Exercises 

The  first  aim  of  these  exercises  must  be  the  development  of  good  poise. 
This  we  try  to  accomplish  by  exercises  which  strengthen  mainly  the  ex- 
tensor muscles  of  the  thighs,  trunk,  waist,  neck,  chest,  and  shoulders. 

To  produce  the  desired  effect  we  must  secure  vigorous  efforts  on  the 
part  of  the  pupil  in  holding  the  desired  positions.  This  we  shall  call 
"  sustained  effort."  Example :  "  Arms  upwards  —  bend ;  arms  sideways 
—  stretch."  The  complete  and  accurate  "  bend  "  and  "  stretch  "  must  be 
sustained  for  a  moment. 

We  really  stimulate  this  best  by  giving  separate  commands  for  each 
movement.  Yet  these  separate  commands,  on  account  of  their  demands 
upon  strained  mental  attention,  easily  defeat  the  general  purpose  of  recrea- 
tion from  mental  work. 

We  therefore  insist  that  each  formal  exercise  be  repeated  not  more  than 
twice  with  separate  commands. 

To  secure,  however,  the  much  needed  strengthening  of  the  particular 
groups  of  muscles,  we  shall  repeat  each  formal  exercise  "  in  series  "  after 
it  has  been  taken  once  or  twice  in  response  to  separate  commands.  This 
will  mean  a  number  (six  to  twelve)  of  repetitions  of  the  exercise  in 
rhythm.  This  rhythm  may  be  slow  or  quick.  But  even  during  these 
seried  repetitions  we  must  insist  upon  sustained  efforts.  These  may  be 
¥%•>  \ii  /€>  /4  °r  /€  measures  in  length,  but  the  series  must  be  rhythmi- 
cally executed.  Too  long  sustained  efforts  must  never  be  demanded.  This 
serial  work  will  insure  the  second  aim,  i.e.,  plenty  of  exercise  for  weak 
muscles. 

The  third  aim  must  be  stimulation  of  attention  and  volitional  neuro- 
muscular  reactions.  This  we  can  secure  only  by  insisting  upon  instant 

54 


and  accurate  response  to  all  formal  commands.  If  this  is  not  secured  — 
if,  for  instance,  a  boy  responds  by  imitating-  his  neighbors*  response  in- 
stead of  thinking  out  his  own  response  for  himself  —  we  cultivate  habits 
of  mental  laziness.  This  may  cause  weakening  of  the  powers  of  concen- 
tration and  would  defeat  our  purpose  of  developing  concentration. 

The  great  pedagogical  value  of  formal  physical  exercises  lies  in  the  fact 
that  we  can  easily  unify  all  the  mental,  physical,  and  moral  powers  of  a- 
child  by  demanding  a  concentrated  effort  of  all  these  qualities  upon  motor 
problems,  which  through  the  habitual  work  of  generations  of  ancestors 
has  become  a  fundamental  faculty  of  the  human  brain  in  its  auto-organiza- 
tion of  its  nerve  centers. 

A  further  value  of  formal  exercises  lies  in  the  fact  that  concerted  ac- 
tions of  a  number  of  people  responding  together  accurately  and  rhythmi- 
cally is  always  stimulating  to  individual  efforts  and  thus  becomes  a  great 
pedagogical  force.  In  its  highest  perfection  rhythmical  cooperation  causes 
a  great  saving  of  kinetic  energy  of  the  weaker  members  of  a  group.  This 
can  easily  be  observed  when  prolonged  efforts  are  required,  such  as  in 
marching,  hiking,  and  singing  by  a  number  of  persons. 

For  this  reason  we  must  try  to  secure  symmetrical  response  from  every 
pupil  in  a  given  group.  The  average  ability  of  a  class  for  certain  reac- 
tions must  determine  the  speed  and  complexity  of  the  mass  exercises.  To 
go  too  fast  would  defeat  the  purpose  of  mass  exercises  and  may  strain 
individual  children. 

The  whole  time  devoted  to  formal  exercises  should  never  be  more  than 
one-third  of  the  whole  time  devoted  to  physical  education. 

The  educational  gymnastic  period  must  never  be  given  at  the  beginning 
or  at  the  end  of  a  lesson,  but  only  after  the  children  have  been  thoroughly 
toned  up  and  if  there  is  an  opportunity  to  follow  with  a  period  of  general 
recreative  exercises.  (See  "  Program  of  a  Typical  Physical  Training 
Lesson,"  page  6.) 

General  Instructions 

Each  group  of  exercises  is  to  be  preceded  by  the  command  "  at-tention  " 
and  is  to  be  followed  by  the  command  "  at  —  ease." 

Upon  "  at-tention  "  each  pupil  must  assume  instantly,  but  yet  without 
exaggerated  strain,  the  fundamental  standing  position. 

We  must  constantly  emphasize  the  characteristic  points  of  this  funda- 
mental standing  position  until  each  pupil,  standing  or  at  ease,  will  have 
formed  the  habit  of  a  perfectly  balanced  poise  of  the  whole  body. 

The  characteristics  of  this  position  must  also  be  applied  to  all  the  other 
groups  of  exercises  given  for  these  lessons  in  formal  gymnastics. 

An  habitually  well-poised  child,  especially  if  he  is  mentally  conscious 
and  proud  of  his  poise  and  physical  strength,  will  outgrow  easily  any  other 
child  who  has  an  habitual  slouchy  carriage. 

A  normal  pride  in  being  well  bred  and  a  physical  expression  of  con-* 
sciousness  of  race  superiority  will  go  far  towards  the  development,  not 
only  of  physical  manhood  and  womanhood,  but  also  of  mind  and  character. 

By  emphasizing  the  fundamental  standing  position  we  foster  an  habitual 
good  poise  in  all  that  we  do. 

55 


The  Fundamental  Standing  Position 

The  feet  are  only  slightly  turned  outwards  from  the  median  line,  which 
runs  in  the  middle  between  the  two  heels. 

The  weight  of  the  body  is  equally  distributed  over  both  feet,  and  the 
gravity  of  the  ante-posterior  line  must  center  over  the  line  running  through 
the  middle  of  both  insteps. 

In  our  purpose  of  stimulating  the  development  of  the  extensors  of  the 
spine,  etc.,  we  must  insist  that  the  weight  of  the  body  is  over  the  insteps 
and  not  over  the  heels. 

The  knee  joints  ought  to  be  well  extended. 

The  chest  should  be  gently  drawn  upwards. 

The  head  should  be  held  up  and  the  chin  should  be  pulled  in. 

The  eyes  should  be  to  the  front  and  attention  should  be  focused  upon 
the  teacher's  voice.  Occasionally  visual  attention  may  be  allowed  to  be 
concentrated  upon  the  teacher  or  the  sample  leader.  This  may  be  em- 
ployed frequently  with  younger  children  and  occasionally  with  older  ones. 
It  is  always  valuable  with  new  exercises. 

The  thinking  out  of  motor  problems  by  each  child  rather  than  mere 
visualized  imitation  is  the  pedagogical  value  in  these  drills,  especially 
from  the  middle  grades  upwards. 

The  arms  and  hands  should  be  held  extended  along  the  middle  of  the 
thighs. 

The  At-Ease  Position 

Upon  the  command  "  at  —  ease  "  the  left  foot  is  moved  about  one  foot 
sideways  to  the  left. 

The  whole  body  should  relax,  yet  without  drooping  of  shoulders  or  head 
and  chest. 

The  weight  of  the  body  should  rest  squarely  over  both  feet,  not  over 
one  foot  alone. 

During  "  at  —  ease  "  the  pupils  must  be  allowed  to  move  bodies,  i.e., 
joints,  but  without  changing  the  positions  of  the  feet. 

If  a  more  thorough  relaxation  seems  necessary  on  account  of  too  great 
tension,  the  command  "  and  —  rest  "  may  be  added  to  "  at  —  ease."  In 
this  case  children  should  be  allowed  to  turn  around  and  to  enter  upon 
quiet  conversation  with  their  neighbors. 

Change  of  Front  of  Pupils 

All  exercises  involving  a  movement  of  the  extended  arms  in  a  horizontal 
plane  demand  more  space  than  is  ordinarily  possible  in  classroom  exer- 
cises, where  one  pupil  stands  at  the  right  side  of  every  desk. 

Whenever  such  exercises  are  to  be  used  it  is  necessary  first  to  change 
the  ante-posterior  line  of  each  pupil  to  either  "  half  left  "  or  "  half  right." 

This  is  done  upon  command  "  half  left  (right)  —  face." 

For  method  of  facing  see  instruction  "  about  —  face  "  under  "  Warm- 
ing-Up  Exercises,"  page  34. 

"Half  left  (right)"  means  turning  the  whole  body  forty-five  degrees 
in  the  given  direction. 

56 


Spinal  Exercises 

In  the  middle  grades  all  spinal  exercises  are  to  be  taken  only  with  the 
"  stride  —  standing  —  position." 

This  is  taken  upon  the  command  "  feet  sideways  —  place." 

Upon  "  place  "  each  pupil  places  first  the  left  foot  and  then  the  right 
foot  the  distance  of  one  foot  sideways  from  the  median  line ;  count  one  — 
two.  The  weight  of  the  body  must  be  equally  distributed  over  both  feet. 

After  the  spinal  exercise  "  feet  together  —  place  "  the  pupils  replace 
first  the  left  and  then  the  right  foot ;  count  one  —  two. 

The  spinal  exercises  are  meant  to  straighten  the  ante-posterior  curves 
of  the  spine  by  exercising  those  muscles  of  the  spine  which  have  been 
weakened  during  excessive  sitting  positions.  It  is  not  an  easy  matter  to 
practice  these  exercises  in  perfect  form.  The  teacher  should  remember 
always,  when  these  exercises  are  practiced,  that  a  flattening  of  the  curves 
of  the  back  is  to  be  effected. 

Teachers  are  urged  to  read  carefully  all  special  instructions  given  for 
these  exercises  and  also  the  directions  under  Group  III,  Second  Lesson, 
No.  2,  c. 

Breathing  Exercises* 

All  breathing  exercises  should  involve  a  complete  inhalation  and  ex- 
halation. The  air  should  be  drawn  in  through  the  nostrils  and  exhaled 
the  same  way. 

Mouth  breathing  is  to  be  allowed  only  with  individuals  who  have  some 
kind  of  obstruction  of  the  nasal  passages. 

For  temporary  obstruction,  like  catarrhal  conditions,  no  special  atten- 
tion needs  to  be  given  to  the  respective  children  except  to  urge  the  proper 
use  of  the  handkerchief  before  and  during  the  exercises. 

If  nasal  obstructions  seem  chronic,  the  school  physician  should  be 
consulted. 

The  fullest  possible  expansion  and  contraction  of  the  respiratory 
mechanism  should  be  insisted  upon.  Strained  efforts  are  not  to  be 
demanded. 

Balance  Exercises 

The  position  assumed  during  any  of  these  exercises  should  always  be 
maintained  for  one,  two,  three,  or  four  counts. 

At  first  admonish  the  pupils  to  keep  the  eyes  firmly  fixed  upon  some 
fixed  point  straight  ahead. 

Foot  Placings 

All  the  foot  placings  are  valuable  exercises  for  the  development  of  well- 
balanced  poise.  Although  also  considered  as  order  exercises,  i.e.,  exer- 
cises demanding  quick  and  accurate  response,  they  are  used  mainly  in 
preparatory  positions  for  the  purpose  of  fixing  the  hips  when  the  trunk 
movements  are  to  be  executed. 

Whether  only  one  foot  moves  in  any  direction  a  two-foot  distance  be- 

57 


tween  heels,  or  whether  this  stride  position  is  secured  by  moving  first  one 
foot  and  then  the  other,  at  the  end  of  the  movement  or  movements  the 
weight  of  the  body  should  be  squarely  over  both  feet. 
The  stride  position  may  also  be  secured  by  jumping. 


ORDER    OF   EXERCISES    AND    THEIR   AIM 

No.  i.    Spinal  Exercises. 

For  straightening  the  ante-posterior  curves  of  the  spine  by  strengthen- 
ing the  extensor  spinae  muscles  and  the  elevators  of  the  chest. 

No.  2.    Shoulder  Exercises. 

For  strengthening  the  retractors  of  the  shoulders  and  the  adductors  of 
the  shoulder  blades. 

No.  3.   Chest  Exercises. 

For  enlarging  the  chest  cavity,  i.e.,  deepening  the  ante-posterior  and 
lateral  diameters  of  the  thorax. 

No.  4.   Balance  Exercises. 

For  strengthening  volitional  control  of  the  whole  body. 

No.  5.   Alternate  Side  Exercises. 

For  strengthening  the  waist  muscles  and  the  articulations  of  the  spine 
and  pelvis. 

No.  6.   Jumping  Exercises. 

For  improving  the  strength  of  the  joints  and  general  skill. 


SAMPLE    LESSONS    IN    FORMAL    GYMNASTICS 

FOR  SCHOOLROOMS  AND  SCHOOLYARDS  WITHOUT  GYMNASTIC  APPARATUS 
A.    Commands 

NOTE.  The  official  commands  are  given  in  quotations.  The  teachers  are  urged  to 
acquire  the  exact  terminology  which  is  used  and,  if  possible,  to  teach  some  leaders 
the  accurate  use  of  these  commands. 

A  command  consists  of  three  parts : 

1.  The  Indicatory  Command.    This  indicates  to  the  pupils  what  is  to  be  done.    It 
should  be  given  in  a  clear  and  rather  steady  tone  of  voice. 

2.  The  Pause.    This  pause  should  be  short  or  long,  according  to  the  difficulty  of 
the  execution,  indicated  by  the  first  part  of  the  command. 

3.  The  Command  of  Execution.     This  should  be  short  and  decisive  and  loud 
enough  to  be  heard  by  every  pupil. 

The  loudness  of  the  whole  command  depends  upon  circumstances.  If  the  pupils 
are  exercising  or  if  there  is  more  or  less  noise,  the  command  must  be  loud  enough  to 
reach  above  the  noise. 

The  commands  should  never  be  monotonous  in  tone.  This  is  especially  to  be 
avoided  when  counting  for  marching,  for  running,  or  during  serial  work. 

B.    Execution 

NOTE.  Under  the  commands  are  given  the  directions  for  the  execution  of  exer- 
cises. If  no  directions  are  given,  they  can  be  found  under  previously  given  instruc- 
tions for  other  grades  or  in  the  section  on  warming-up  periods. 


Teachers  should  not  attempt  to  teach  exercises  which  are  not  given  in  these 
series,  since  some  formal  exercises,,  which  are  good  for  older  pupils,  may  do  positive 
harm  to  younger  ones. 

FIRST    LESSON 

NOTE.  Bring  pupils  to  fundamental  standing  position  before  each  exercise  by 
using  command  "  at-tention." 

Commands  and  their  Execution 

No.  i.    "Arms  rotation  with  deep  breathing  —  one  —  two." 

Upon   "  one "  both  arms,  with  only  slight  sideways  movements,  are 
turned  outwards  in  the  shoulder  joints.    The  palms  of  the  hands  must 
be  forcibly  turned  outwards.    Both  arms  should  be  pressed  downwards. 
Incidental  with  the  arm  movement  the  pupil  must  inhale  deeply. 
Upon  "  two  "  the  arms  are  slowly  turned  to  normal  position.     This 
movement  is  accompanied  by  thorough  exhalation. 
See  also  First  Lesson,  No.  2,  b,  of  Group  III. 

No.  2.    a.  "  Arms  forward  —  bend." 

Arms  are  quickly  bent  at  elbows  and  at  the  same  time  raised  to  shoulder 
height.  Elbows  should  be  pulled  well  back.  Palms  are  down,  with 
fingers  extended  horizontally.  Both  upper  and  lower  arms  must  be 
held  at  shoulder  height. 

b.  "  Arms  sideways  —  fling." 

Both  forearms  are  flung  sideways  until  elbows  are  fully  extended. 

At  the   end   of   the   movement  both   arms   should   extend   diagonally 

slightly  back  of  the  shoulder  line. 

c.  "  The  same  in  series  —  start." 

d.  "  Class  —  halt." 

e.  "At  — ease." 

No.  3.   a.  "  Arms  upwards  —  bend." 

The  forearms  are  quickly  brought  upwards  in  a  lateral  plane  until  el- 
bows are  completely  flexed.  During  the  movement  the  hands  are  simul- 
taneously turned  towards  shoulders  and  completely  flexed. 
To  be  effective  the  elbows  must  be  hugged  close  to  the  sides  of  the 
chest,  the  knuckles  of  the  fist  must  be  brought  close  to  the  shoulders, 
and  the  whole  flexed  arm  and  the  fist  must  be  perpendicular  and  in  line 
with  the  middle  of  the  side  of  the  shoulders. 

b.  "  Arms  upwards  —  stretch." 

Both  arms,  with  thoroughly  stretched  elbows,  wrists,  and  hands,  are 
stretched  upwards  perpendicularly  from  the  shoulders. 
This  stretching  should  be  forcible  enough  to  involve  a  decided  pull  upon 
the  pectoral  muscles. 

The  rest  of  the  body  must  remain  in  fundamental  position. 
The  position  of  the  head  is  especially  to  be  maintained  in  good  poise. 
»  The  space  between  the  two  extended  hands  must  be  at  least  equal  to 

the  width  of  the  pupil's  shoulders,  and  may  be  slightly  more. 

c.  Repeat  a  and  b. 

d.  "  The  same  in  series  —  go." 

e.  "Class  — halt." 

Give  "  halt  "  when  arms  are  in  bend  position. 
/.  "  Po-sition." 
g.  "At  — ease." 

59 


No.  4.    a.  "  Arms  sideways  —  raise." 

This  is  only  a  preparatory  position  and  is  used  on  account  of  its  assist- 
ance in  balancing  the  trunk. 

Arms  are  raised  sideways  until  they  are  exactly  at  shoulder  height. 
Elbows,  wrists,  and  hands  are  to  be  completely  extended.  The  position 
is  the  same  as  effected  in  exercise  No.  2  of  this  lesson. 

b.  "  Left  knee  forward  —  bend." 

The  left  thigh  is  raised  forwards  until  it  is  at  right  angles  to  the  trunk. 
The  lower  leg  should  hang  perpendicularly  downwards.  The  ankle  is 
extended  and  the  toes  are  forcibly  extended  downwards. 

r.  "  Left  foot  re-place." 

d.  "  Right  knee  forward  —  bend." 

e.  "  Right  foot  re-place." 

/.  "  Alternate  forward  bending  of  knees  in  series,  execute  on  first  count, 

hold  during  second  count  —  start." 
g.  "  Class  —  halt." 

Give  "  halt "  when  feet  are  together. 
h.  "  Po-sition." 
».  "At  — ease." 

No.  5.   a.  "  Neck  —  firm." 

This  is  also  a  preparatory  position.    The  hands  are  quickly  placed,  with 

the  fingers  and  wrist  joints  fully  extended,  behind  the  neck.    The  finger 

tips  of  both  hands  come  together  and  touch  the  neck.    The  elbows  are 

pressed  back. 

This  must  be  done  without  affecting  the  fundamental  position  of  the 

head. 

b.  "Trunk  to  left  — bend." 

The  trunk,  with  arms  and  head  in  their  relative  positions  unchanged, 
bends  fully  over  sideways  in  a  lateral  plane  of  the  body,  without  twist- 
ing or  lifting  of  the  right  hip. 
Both  feet  must  remain  firmly  on  the  floor. 

c.  "  Trunk  —  raise." 

Trunk  returns  to  position  o. 

d.  "  Trunk  to  right  —  bend." 

Like  b,  but  to  right  side. 

e.  "  Trunk  —  raise." 

Explained. 
/.  "  Alternate  side-bending  of  trunk  in  series  —  start." 

Continue  in  series,  first  to  left,  then  to  right,  etc. 
g.  "Class  — halt." 

Give  "  halt "  when  trunk  is  raised. 
h.  "  Po-sition." 
i.  "At  —  ease." 

No.  6.   a.    "  Hips  —  firm." 
Explained. 

b.  "  Heels  quickly  —  raise." 

Raise  heels  quickly  as  high  as  possible.  It  is  not  advisable  to  keep  heels 
together  while  raising  them. 

c.  "  Knees  —  bend." 

The  knees  are  to  be  bent  to  right  angles. 

d.  "  Knees  quickly  —  stretch." 

The  knees  should  be  fully  extended. 
60 


e.  "  Heels  —  sink." 

Lower  heels  slowly  to  fundamental  position. 
/.  "  Repeat  to  counts  —  one  —  two  —  three  —  four." 
g.  "  Repeat  in  series  —  go." 
h.  "  Class  —  halt." 

Give  "  halt  "  when  heels  are  down. 
*.  "  Po-sition." 

/.  "  Ready  to  sit  —  one  —  two." 
k.  "At  — ease." 


SECOND    LESSON 

NOTE.    Bring  pupils  to  fundamental  standing  position  before  each  exercise  by 
using  command  "  at-tention." 

Commands  and  their  Execution 

No.  i.    "Arms  rotation  with  deep  breathing  and  backwards  pressing  of  head  —  one 
—  two." 

To  be  taken  from  stride  standing  position.     (See  page  57;  also  No.  I 

of  First  Lesson.) 

In  addition  to  previously  explained  movements  the  head  is  also  pressed 

back  upon  the  first  count  and  raised  on  second  count. 

Chin  must  not  be  raised  while  this  is  done. 

No.  2.   a.  "  Arms  forward  —  bend." 

Explained  in  First  Lesson. 

b.  "With  sideways  flinging  of  arms  left  foot  forwards  —  point." 

In  addition  to  No.  2,  b,  of  First  Lesson  the  left  leg  is  extended  for- 
wards until  the  toes  of  the  left  leg  rest  lightly  on  the  floor. 
Weight  of  body  must  remain  over  the  right  foot. 

c.  "  Re-place." 

Return  to  No.  2,  a. 

d.  "  With  sideways  flinging  of  arms  right  foot  forwards  —  point." 

The  same  as  b,  only  pointing  with  the  right  leg. 

e.  "Re-place." 

/.  "  Repeat  in  series  —  start." 
g.  "  Class  —  halt." 
h.  "  Po-sition." 
«.  "At  — ease." 

No.  3.    a.  "  Arms  upwards  —  bend." 

Like  No.  3,  a,  of  First  Lesson. 

b.  "  Arms  sideways  —  stretch." 

With  a  quick  rotation  of  the  hands  forwards  sideways,  and  a  forcible 
stretching  of  the  fingers,  the  arms  are  completely  extended  sideways  at 
shoulder  height  and  also  pressed  well  backwards. 

c.  "  Arms  upwards  —  bend." 

See  No.  3,  a,  of  First  Lesson. 

d.  "  Arms  upwards  —  stretch." 

See  No.  3,  b,  of  First  Lesson. 

e.  "  Arms  upwards  —  bend." 
/.  "  The  same  in  series  —  go." 

61 


g.  "Class  — halt." 

Give  "  halt "  when  arms  are  extended. 
h.  "  Po-sition." 
i.  "At  — ease." 

No.  4.   a.  "  Arms  sideways  —  raise." 

See  No.  4,  a,  of  First  Lesson. 

b.  "  Left  knee  forwards  —  bend." 

See  No.  4,  b,  of  First  Lesson. 

c.  "  Left  leg  forwards  —  stretch." 

The  leg  is  brought  to  full  extension  forwards,  aiming  as  much  as  pos- 
sible towards  a  full  extension  of  the  leg  at  right  angles  to  the  trunk. 

d.  "Left  knee  — bend." 

Explained. 

e.  "  Left  foot  re-place." 

Explained. 
/.  "  Right  knee  forwards  —  bend." 

Explained. 
g.  "  Right  leg  forwards  —  stretch." 

Like  No.  4,  c,  but  with  the  right  leg. 
h.  "  Right  knee  —  bend." 

Explained. 
t.  "  Right  foot  re-place." 

Explained. 
/.  "Repeat  in  series,  holding  two  counts  to  each  movement  —  start." 

Each  movement  is  executed  on  the  first  count  and  held  during  the 

second  count. 
k.  "Class  — halt." 
/.  "  Po-sition." 
m.  "At  — ease." 

No.  5.   a.  "  With  neck  firm  left  foot  sideways  —  place." 

Like  No.  5,  a,  of  First  Lesson,  this  is  a  preparatory  position.  "  Neck  — 
firm  "  is  explained.  All  foot  placings  sideways  are  executed  by  placing 
left  (right)  foot  sideways  about  two  feet  distant  from  right  (left)  foot. 
Weight  must  be  evenly  distributed  over  both  feet. 

b.  "Trunk  to  left  — bend." 

Like  No.  5,  b,  of  First  Lesson. 

c.  "Trunk  — raise." 

Like  No.  5,  c,  of  First  Lesson. 

d.  "  Trunk  to  right  —  bend." 

Like  No.  5,  d,  of  First  Lesson. 

e.  "  Trunk  —  raise." 

Like  No.  5,  e,  of  First  Lesson. 
/.  "Alternate  side-bending  of  trunk  in  series  —  go." 

Like  No.  5,  f,  of  First  Lesson. 
g.  "Class  — halt." 

Give  "  halt "  when  trunks  are  raised. 
h.  "Po-sition." 
i.  "At  — ease." 

No.  6.   a.  "Hips  — firm." 

Explained  in  First  Lesson. 

62 


b.  "  Heels  quickly  —  raise." 

Explained  in  First  Lesson. 

c.  "Knees  quickly  —  bend." 

Explained  in  First  Lesson. 

d.  "Knees  — stretch." 

Explained  in  First  Lesson. 
e.  "Heels  — sink." 

Explained  in  First  Lesson. 
/.  "  The  same  in  series  —  go." 

Explained  in  First  Lesson. 
g.  "Class  — halt." 

Explained  in  First  Lesson. 
h.   "  Repeat  this  exercise,  first  two  counts  quickly,  third  and  fourth  counts 

slowly  —  one,  two  —  three  —  four." 

If  exercise  is  taken  in  this  rhythm,  the  tendency  is  to  combine  the  first 

and  second  movement  into  one  movement. 

The  raising  of  the  heels  must  be  distinct  and  must  be  completed  before 

the  knees  are  bent. 
i.  "Class  — halt." 

Give  "  halt  "  when  heels  are  down. 
/.  "  Po-sition." 

k.  "  Ready  to  sit  —  one  —  two." 
/.  "At  — ease." 


GROUP  III.     JUNIOR  HIGH  SCHOOLS  AND  GRADES 

7,  8,  and  9 

General  Directions 

The  general  arrangement  of  the  program  of  a  typical  physical  training 
lesson  is  the  same  for  these  grades  as  for  all  others.  The  scheme  is  out- 
lined on  page  6. 

If  more  than  fifteen  minutes  are  available,  the  extra  time  should  be 
divided  between  the  second  and  the  third  periods. 

The  distinct  advance  which  should  be  made  in  this  group  of  grades  is 
accuracy  of  response  and  general  poise,  definite  and  precise  execution  of 
official  formations,  increased  complexity  of  exercises,  games,  and  dances, 
and  complete  organization  of  plays,  games,  and  dances.  Self -management 
during  games  must  be  brought  to  the  highest  possible  perfection.  This 
should  be  effective  not  only  during  physical  training  periods  in  the  school- 
rooms, but  also  during  such  periods  in  the  schoolyard." 

Team  Organization 

Each  class  should  have  either  six  or  seven  regularly  organized  teams. 
The  number  depends  upon  the  number  of  lines  of  desks  in  a  given  room. 
The  right-hand  aisles  (except  where  there  are  modern  movable  desks) 
should  be  the  respective  playgrounds  for  each  line,  or  what  we  shall  call 
each  team.  The  numbers  of  the  players  should  always  run  from  the  first 
desk  as  No.  I  to  the  last  desk  as  No.  6,  7,  or  whatever  the  respective 
number  of  desks  is. 

In  these  grades  the  boys  and  girls  should  form  separate  team  organ- 
izations. 

For  games  in  the  yards  the  number  of  teams  may  be  reduced  whenever 
games  are  to  be  practiced  which  demand  larger  numbers  than  the  teams 
require  in  classroom  games. 

This  reduction  should  be  effected  by  combining  regularly  two  or  three 
classroom  teams  into  one  schoolyard  team. 

One  of  the  regular  room-captains  should  act  as  outdoor  captain. 

Captains 

Until  a  class  has  had  sufficient  experience  in  judging  the  qualifications 
that  leaders  should  possess,  the  teachers  are  urged  to  appoint  captains. 
They  should  not  always  appoint  the  most  capable  leaders,  since  it  is  im- 
portant that  boys  and  girls  should  find  out  through  personal  experience 
what  good  leadership  means. 

Frequent  references  to  good  and  poor  leadership  ought  to  be  made,  and 
talks  on  the  qualifications  of  good  leaders  ought  to  be  given* 

64 


As  soon  as  a  class  is  qualified  to  judge  leadership,  and  as  soon  as  pupils 
are  capable  of  conducting  an  election  of  leaders,  a  class  election  of  officers, 
i.e.,  captains  and  secretaries,  ought  to  be  conducted. 

The  terms  of  office  should  be  for  one  calendar  month. 

Reelection  of  officers  should  always  be  permitted. 

The  whole  class  should  vote  for  the  seven  (six)  leaders.  The  respec- 
tive number  of  boy  and  girl  captains  should  depend  upon  the  respective 
number  of  boy  and  girl  teams.  The  number  of  boy  and  girl  teams  should 
depend  upon  the  percentage  of  boys  and  girls  in  a  class. 

The  captain  should  occupy  the  last  desk  in  his  team  line  in  schoolroom 
games. 

A  list  of  officers  ought  to  be  posted  permanently  in  each  room. 

For  each  reelection  an  officer  should  receive  a  star. 

A  leader  honestly  reflected  for  every  month  of  the  school  year  ought  to 
receive  special  recommendations. 

Election  of  Officers 

Nomination  as  well  as  election  of  officers  should  be  by  secret  ballot. 

It  is  important  that  these  elections  should  be  carefully  prepared  by  the 
teachers.  Unless  this  is  done,  almost  all  teachers  will  get  a  first-class 
experience  in  "  political  graft."  Candy  or  "  bullying "  will  be  found 
favorite  methods.  "  Social  pull "  will  also  be  exerted. 

The  Business  of  Captains 

They  should  be  both  "  supervisor "  and  "  coach."  It  is  their  busi- 
ness to  supervise  the  players  and  to  arrange  playing  (batting)  orders. 
They  should  have  the  team  "  ready  "  whenever  the  teacher  is  supervising 
the  game,  either  outdoors  or  indoors.  They  are  to  be  held  responsible  for 
the  conduct  of  the  players,  both  physically  and  ethically,  and  must  prove 
their  leadership  by  being  able  to  develop  honest  cooperation  and  fair 
sportsmanship.  It  is  their  duty  to  see  that  all  things  needed  in  a  game 
are  on  hand.  They  are  not  to  be  the  servants  of  the  team,  but  the  ones 
who  direct. 

They  are  to  "  show  "  the  players  how  to  play  and  are  to  get  them  to- 
gether for  practice  whenever  an  opportunity  offers. 

They  should  be  encouraged  to  arrange  games  with  other  similar  teams. 
Teachers  are  especially  urged  to  encourage  this  by  taking  an  interest  in 
the  life  of  the  team  both  in  and  out  of  school. 

If  this  is  wisely  handled  it  may  easily  become  a  great  factor  in  the  life 
of  the  boys  out  of  school  hours  as  well  as  during  all  other  work  in  the 
school. 

If  the  proper  team  or  gang  instinct  is  developed  during  games,  the 
forces  of  leadership  and  loyalty  will  expand  over  all  other  activities  in 
the  school. 

All  this  will  require  at  first  some  extra  thought  and  work,  but  it  will 
soon  be  repaid  by  a  greater  force  than  any  one  teacher  may  be  able  to 
apply  directly;  namely,  the  force  of  cooperation. 

65 


After-School  Schedules 

The  masters  are  urged  to  arrange,  with  the  cooperation  of  teachers  and 
captains,  regular  schedules  for  some  of  the  more  highly  organized  out- 
door games,  such  as  dodge  ball,  captain  ball,  schlag  ball,  volley  ball,  relay 
races,  etc. 

These  schedules  can  easily  be  played  for  an  hour  or  so  right  after  school. 

They  should  not  require  the  master's  or  teacher's  actual  presence,  but 
only  some  general  supervision. 

These  schedules  may  be  intra-school,  especially  in  schools  where  there 
are  a  number  of  rooms  of  equal  grades. 

A  judicious  stimulation  of  interschool  schedules  should  also  be  encour- 
aged, since  we  could  judge,  by  their  success  or  failure,  the  degree  of 
effectiveness  of  our  social  and  civic  education,  which  is  a  great  part  of 
the  value  of  team  competitions. 

These  interschool  contests  will  be  successful  if  we  can  develop  a  high 
regard  for  chosen  leaders.  This  is  one  of  the  foundation  stones  of  a 
democracy. 

It  is  on  account  of  lack  of  opportunity  for  acquiring  experience  in 
loyalty  and  leadership  in  our  modern  rapidly  changing  composition  of 
neighborhoods  that  our  boys  acquire  so  little  judgment  of  human  nature, 
so  little  regard  for  chosen  leaders,  and  so  great  an  indifference  for  law, 
order,  and  authority.  It  is  by  recognizing  the  righteous  wrath  of  his  peers 
for  his  "  foul  play  "  and  by  seeing  the  "  yellow  streak  "  in  his  opponents 
that  a  boy  becomes  a  fair  fighter  and  a  loyal  mate. 

Do  not  let  us  be  afraid  of  an  occasional  quarrel  or  a  fair  fight  if  only 
the  boys  themselves  will  "  settle  "  it.  They  will  be  better  friends  ever 
after.  But  the  "  gang  "  which  "  mobs  "  the  umpire  and  stultifies  the  rule 
of  the  game  is  a  "  mob  "  which  knows  no  law. 

The  Business  of  Secretaries 

They  should  keep  all  official  records  and  scores,  itemized  scores  of  all 
games  and  plays,  and  attend  to  the  proper  posting  of  all  scores  and 
notices. 

In  schoolroom  games  they  should  occupy  the  first  desk  in  the  team. 

The  Official  Score  Card 

These  should  be  made  out  by  the  secretaries.  One  score  card  will  serve 
for  all  the  games  that  can  be  played  during  a  week  throughout  regular 
physical  training  periods. 

The  team  totals  should  be  kept  on  a  convenient  place  on  the  blackboard 
for  a  month. 

The  cards  should  be  kept  in  a  convenient  place  for  daily  use.  After  each 
week  they  should  be  filed  for  one  month  or  until  a  reelection  of  officers 
and  teams  has  taken  place. 

The  officers  should  have  the  right  to  examine  the  individual  records 
of  the  players  for  the  purpose  of  choosing  sides,  or  when  elections  are 
to  be  held. 

66 


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68 


For  the  Warming-Up  Period 

See  typical  warming-up  period,  pages  34  and  35,  etc.,  also  diagrams. 

For  these  grades  it  becomes  increasingly  important  that  the  warming- 
up  period  be  vigorous  and  snappy.  Heart  and  lungs  need  the  stimula- 
tion which  results  from  vigorous  exercise  of  the  big  muscles  of  the  body. 

Prolonged  running  in  steady  rhythm  after  a  minute's  vigorous  march- 
ing or  heel  raising  and  deep  knee  bending  is  most  effective. 

\Yhere  the  weakness  of  the  building  does  not  permit  class  running, 
vigorous  leg  and  hip  exercises  in  series  may  be  substituted. 

The  best  interest  of  the  pupils  of  these  grades  is  served  by  taking  the 
warming-up  period  out  of  doors. 

Since  pupils  are  to  be  physically  very  active  there  is  no  need  whatever 
of  putting  on  overcoats  for  a  few  minutes  out  of  doors,  even  if  the  weather 
is  very  cold.  The  only  unsuitable  conditions  would  be  wet  and  muddy 
ground  or  rain  and  snow. 

Substitute  for  Warming-Up  Period 

If  all  the  pupils  of  a  room  are  well  versed  in  a  folk  dance,  which  in- 
volves leg,  hip,  trunk,  and  arm  movements,  such  a  dance  may  be  substi- 
tuted for  the  typical  warming-up  period.  The  pupils  should  all  be  able, 
without  a  moment's  loss  of  time,  to  "  fall  into  "  the  dance. 

Such  a  dance  would  be  a  valuable  substitute,  especially  if  it  is  done 
with  accompanying  instrumental  music. 

For  Educational  Period 

Until  the  whole  class  is  well  organized  in  self-management  of  plays 
and  games,  and  until  all  the  pupils  in  one  room  can  dance  at  least  two  folk 
dances,  it  is  best  to  teach  one  game  and  one  folk  dance  during  this  period 
for  one  or  two  weeks. 

As  soon  as  these  are  learned  the  formal  gymnastics  should  be  used  for 
this  period  at  least  every  other  day. 

In  the  following  section  will  be  found  the  required  games  and  folk 
dances  and  the  required  lessons  in  formal  gymnastics  for  grades  7,  8,  and 
9  and  the  junior  high  schools. 

A.  Plays  and  Games. 

B.  Folk  Dances. 

C.  Formal  Gymnastics. 

NOTE.  See  also  special  chapter  on  "  Games  and  Plays  for  the  Development  of 
Manipulative  Skill,  Judgment,  and  Attention." 

A.  Plays  and  Games 

NOTE.  Read  the  section  on  "  The  Value  of  Plays  and  Games  and  their  Conduct," 
page  37,  etc.  Also  read  carefully  the  General  Directions  on  page  64,  etc. 

The  games  marked  with  a  star  are  also  suitable  for  use  in  the  schoolroom  or 
other  indoor  places.  Slight  variations  may  be  necessary  in  order  to  meet  the  limited 

69 


space  in  the  schoolrooms.    Games  marked  with  a  double  star  are  described  in  pre- 
vious grades. 

If,  as  in  a  game  like  "  Ball  Tag,"  only  a  limited  number  of  players  get  sufficient 
muscular  exercise,  it  is  best  to  supplement  it  by  one  requiring  more  general  partici- 
pation, like  "  Relay  Races  "  or  "  Dodge  Ball." 

*i.  Bean  Bag  Relay  Race  with  Baskets,  boys  and  girls  together 

2.  Touch  Ball  No.  3,  boys  or  girls  in  separate  circles 

3.  Dodge  Ball  No.  2,  boys  or  girls  in  separate  circles 
*4.  Medicine  Ball  Race  No.  i,  boys  and  girls  together 

5.  Ball  Tag,  boys  and  girls  together 

6.  Circular  Rope  Jump,  boys  and  girls  together** 

7.  Catch  the  Third,  boys  and  girls  together** 
*8.  Towel  Race,  boys  and  girls  together** 

*p.  Watch  the  Teacher,  boys  and  girls  together** 

10.  Fish  and  Net,  boys  and  girls  in  separate  sets** 

11.  Dare  Base,  boys  and  girls  together** 

12.  Bears  and  Cattle,  boys  and  girls  in  separate  sets** 
*I3.  Relay  Race  with  Stations,  boys  and  girls  mixed 
*I4.  Straddle  Ball  and  Relay  Race,  boys  alone 

15.  Master  in  the  Ring,  boys  alone 

16.  Touch  Ball  No.  4,  boys  and  girls  in  separate  circles 

17.  Side  Kick,  boys  or  girls  in  separate  sets 

*i8.    Potato  Relay  Race,  boys  and  girls,  but  in  separate  teams 
*ip.    Combination  Race,  boys  or  girls  in  separate  teams 

20.  Mr.  Slap  Jack,  boys  or  girls  in  separate  circles** 

21.  Relay  Running  and  Rope  Quoit  Tossing  Race 
22  A.    Captain  Ball 

22  B.    Schoolroom  Captain  Ball 

23.  Fist  Ball 

24.  Schlag  Ball 

i.    BEAN  BAG  RELAY  RACE  WITH  BASKETS 

The  players,  each  with  a  bean  bag,  are  divided  into  four  or  more  teams 
of  equal  number. 

Four  baskets,  or  one  for  each  team,  are  placed  on  the  goal  line,  three 
feet  from  the  side  line  of  the  field  of  play.  The  teams  line  up  in  file 
formation,  behind  a  starting  line,  which  is  marked  on  the  ground,  from 
thirty  to  fifty  feet  from  the  goal  line  and  parallel  to  it. 

The  following  order  of  heats  is  to  be  observed : 

First  Heat.  The  players  in  turn  run  up  to  the  basket,  deposit  their 
bean  bag  with  their  right  hand,  run  back  to  the  team  on  left  side,  and  tag 
next  player  with  left  hand. 

Second  Heat.  The  players  run  up  to  the  basket,  take  out  bean  bag 
with  right  hand,  return  to  team  on  left  side,  and  tag  next  runner  with 
left  hand. 

Third  Heat.  The  players  run  up  to  the  basket,  deposit  bean  bag  with 
left  hand,  return  to  team  on  right  side,  and  tag  next  runner  with  right 
hand. 

Fourth  Heat.  The  players  run  up  to  the  basket,  take  out  bean  bag  with 
left  hand,  return  to  team  on  right  side,  and  tag  next  runner  with  right 
hand. 

Fifth  Heat.    First  and  second  heats  combined. 

Sixth  Heat.    Third  and  fourth  heats  combined. 

An  offense  against  any  rule  of  a  heat  is  a  foul  and. takes  off  one  point 
from  the  possible  score  of  the  heat. 

70 


2.  TOUCH  BALL  No.  3 

The  players  form  a  circle.  One,  two,  or  three  players  are  "  it "  and 
stand  inside  the  circle.  A  player  tosses  a  basket  ball  to  any  player  he 
chooses,  and  so  on,  the  ball  being  kept  moving  rapidly  from  one  player 
of  the  circle  to  another.  "  It "  must  try  to  tag  the  ball,  and  if  successful 
the  last  player  having  tossed  the  ball  or  in  any  way  having  come  in  con- 
tact with  the  ball  becomes  "  it,"  and  "  it "  who  tagged  the  ball  joins  the 
circle  by  taking  that  player's  place. 

Rule  i.    The  ball  must  be  tossed  with  one  or  both  hands. 

Rule  2.    A  player  may  not  go  inside  the  circle  to  recover  the  ball. 

Rule  3.    The  ball  may  not  be  batted. 

Rule  4.  If  the  ball  falls  outside  the  circle,  any  player  may  recover  it, 
but  he  cannot  put  it  into  play  again  until  he  is  back  in  his  place. 

Rule  5.  A  player  becomes  responsible  for  the  ball  as  soon  as  it  has 
come  in  contact  with  any  part  of  his  body. 

Rule  6.  A  player  may  refuse  to  accept  a  ball  if  by  so  doing  he  runs 
the  danger  of  becoming  "  it."  He  cannot  leave  his  place  in  the  circle,  but 
may  "  duck  "  to  get  out  of  the  way  of  the  ball. 

Rule  7.  If  a  ball  is  tossed  too  high  and  passes  over  the  circle,  "  it  " 
may  recover  the  ball,  and  the  player  who  tossed  the  ball  becomes  "  it." 

Rule  8.  "  It "  may  tag  the  ball  at  any  time,  but  if  he  fouls  a  player  by 
running  into  or  otherwise  touching  him,  his  "  tag  "  does  not  count. 

3.  DODGE  BALL  No.  2      ^< 

The  players  are  divided  into  two  teams  of  equal  numbers,  or  two  cap- 
tains are  appointed  who  may  choose  sides. 

One  team  forms  a  circle  with  about  five  feet  of  open  space  between 
each  player.  A  circle  should  be  marked  on  the  ground  and  players  must 
stand  close  to,  but  outside,  this  circle.  The  other  team,  the  "  dodgers," 
must  go  inside  the  circle,  where  they  may  run  around  in  any  direction 
they  choose.  An  inning  lasts  two  minutes ;  at  every  new  inning  the  teams 
change  places. 

The  game  is  played  as  follows : 

\\ith  the  starting  signal  the  players  on  the  circle,  the  "  throwers,"  begin 
to  pelter  the  "dodgers"  with  the  basket  ball  (volley  ball),  and  any 
"  dodger  "  hit  by  the  ball  is  dead  and  must  quickly  leave  the  game. 

\Yhen  two  minutes  have  expired  the  whistle  is  blown,  and  no  hit  may 
count  after  this. 

The  "  dodgers  "  left  inside  the  circle  are  counted  and  their  number  is 
marked  on  the  score  card. 

It  is  best  to  play  two,  four,  or  more  even  number  of  innings.  The 
number  of  innings  should  be  decided  before  the  game  starts. 

The  team  having  the  largest  number  of  "  dodgers  "  recorded  at  the  end 
of  the  game  wins  the  match. 

Rule  i.  Any  "  dodger  "  is  "  dead  "  and  must  leave  the  game  if  he  is 
hit  by  the  ball  on  any  part  of  his  body. 

Rule  2.  One  throw  can  "  kill "  only  one  "  dodger."  A  ball  bouncing 
from  one  "  dodger  "  to  another  is  not  a  "  kill." 


Rule  3.  The  ball  must  be  passed  among  the  players  with  an  under- 
hand throw  (toss),  but  in  order  to  make  a  "  killing  "  a  two-hand  overhand 
throw  must  be  used.  If  a  "  dodger  "  is  hit  by  a  "  toss,"  it  is  called  a  "  foul 
hit  "  and  does  not  count  as  a  "  kill." 

Rule  4.  If  a  "  thrower  "  in  making  a  "  kill  "  touches  the  ground  inside 
the  circle  with  any  part  of  his  body,  it  is  called  a  "  foul  hit "  and  does  not 
count  as  a  "  kill." 

Rule  5.  The  "  throwers  "  may  recover  the  ball  if  it  rolls  anywhere 
inside  or  outside  the  circle,  but  the  player  recovering  it  must  toss  it  to  a 
team  mate  from  the  place  where  he  recovers  the  ball. 

Rule  6.  Any  player  kicking  the  ball  with  his  foot  or  stepping  on  or 
over  the  circular  line  commits  a  foul.  Any  foul  takes  one  point  off  the 
score  of  the  team  to  which  the  player  making  the  foul  belongs. 

Rule  7.  Any  time  a  "  dodger  "  is  legally  "  killed  "  the  referee  must 
blow  the  whistle  or  call  "  out."  Upon  this  the  "  dodger  "  must  quickly 
leave  the  game.  Tf  he  is  hit  again  before  he  gets  out  of  the  circle  the  oppo- 
nents shall  score  an  additional  point. 

4.    MEDICINE  BALL  RACE 

The  players  join  hands  and  form  a  circle.  After  a  perfect  circle  has 
been  formed  the  players  are  told  to  drop  their  hands,  and  on  command 
all  must  take  one  step  backwards.  It  is  important  that  a  true  circle  be 
maintained  throughout  the  race.  The  players  stand  in  stride  position 
and  may  not  move  their  feet  except  when  recovering  the  ball.  The  players 
number  off  by  twos.  All  those  who  count  "  one  "  are  the  first  team,  and 
all  those  who  count  "  two  "  are  the  second  team. 

A  medicine  ball  is  given  to  the  captain  of  each  team,  who  must  stand 
exactly  opposite  each  other  in  the  circle.  Upon  a  given  signal  both  cap- 
tains pass  the  ball  to  their  left  team  neighbor  and  he  to  the  next,  and  so 
on,  the  ball  being  rapidly  tossed  from  one  member  of  a  team  to  the  next. 
Thus  one  ball  of  one  team  is  racing  the  other. 

Each  heat  lasts  two  minutes,  and  the  team  whose  ball  has  gained  upon 
the  other  ball  at  the  time  the  whistle  announces  the  end  of  the  heat  wins 
that  heat  and  counts  one  point.  The  position  of  the  players  having  the  ball 
at  the  time  the  whistle  is  blown  determines  the  gain  or  loss. 

If  qne  team's  ball  passes  the  ball  of  the  other  team  inside  the  two 
minutes'  heat,  that  heat  counts  two  points  for  the  winning  team,  and  the 
moment  of  passing  is  the  end  of  that  heat. 

The  number  of  heats  to  be  played  must  be  decided  upon  before  the 
game  starts. 

Fouls :  i.  Any  player  of  one  team  interfering  in  any  way  with  the  ball 
of  the  other  team  commits  a  foul.  Upon  noticing  this  foul  the  referee 
must  blow  the  whistle  and  the  ball  of  the  fouling  team  must  be  put  back 
one  player.  A  new  signal  must  be  given  for  continuing  this  heat. 

2.  If  a  ball  is  dropped  to  the  ground,  the  player  dropping  it  must  re- 
cover it,  but  before  passing  it  he  must  first  return  to  his  place.     Offense 
against  this  rule  constitutes  a  foul  and  must  be  punished  as  under  i. 

3.  Trie  ball  must  be  tossed  and  caught  with  both  hands.    A  foul  must 
be  punished  as  under  i. 

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General  Rules.  A  race  should  consist  of  three,  five,  seven,  or  more  un- 
even number  of  heats.  At  every  new  heat  the  balls  must  travel  in  the 
opposite  direction  to  the  one  previously  traveled. 

NOTE.    In  classroom  games  use  zigzag  formation  in  two  adjoining  aisles. 


5.    BALL  TAG 

The  players  join  hands,  form  a  circle,  and  number  off. 

One  player  is  "  it "  and  stands  in  the  center  of  the  circle  with  a  practice 
or  volley  ball. 

"  It "  calls  out  two  numbers,  and  the  players  having  these  numbers 
must  quickly  change  their  places. 

As  soon  as  "  it "  has  called  the  numbers  he  tosses  the  ball  to  another 
number  in  the  circle,  and  this  player  must  quickly  toss  it  back  to  "  it." 
"  It  "  thereupon  tries  to  "  hit "  one  of  the  two  changing  numbers  with  the 
ball.  If  he  succeeds  he  joins  the  circle  and  the  number  "  hit "  becomes 
"  it." 

13.    RELAY  RACE  WITH  STATIONS 

The  players  are  divided  into  two,  three,  or  more  teams  of  equal  num- 
bers, or  captains  may  be  appointed  who  choose  teams. 

The  teams  are  lined  up  in  file  formation,  with  spaces  of  six  to  eight  feet 
between  the  teams  and  from  four  to  eight  feet  of  space  between  each 
player  of  a  team.  Care  must  be  taken  that  each  team  has  the  same  length 
of  line. 

Each  player  receives  a  bean  bag,  and  when  the  alignment  of  the  teams 
is  perfect,  all  put  the  bags  on  the  ground  between  their  feet.  Thus  the 
station  for  each  player  is  marked. 

At  a  given  signal  the  race  starts  with  the  first  player  in  each  team  turn- 
ing about.  He  then  races  down  on  one  side  of  his  team,  rounds  the  last 
man,  and  runs  up  again  to  his  station.  While  passing  the  man  of  the  next 
station  behind  his  own  he  tags  that  player,  and  that  player  runs  around 
the  first  player's  station  and  then  follows  the  course  the  first  player  took. 

In  turn  each  player  runs  like  the  second  player,  i.e.,  around  both  end 
stations  back  to  his  own  station.  The  heat  is  finished  when  the  last  station 
player  returns  to  his  station. 

The  players  of  the  end  station  may  assist  the  other  players  in  rounding 
the  ends. 

Rule  i.    Every  player  must  run  around  the  whole  line  of  stations. 

Rule  2.    No  player  may  leave  his  station  until  he  is  tagged. 

Rule  3.  Every  player  must  run  in  the  direction  commanded  by  the 
starter. 

Fouls:  Offenses  against  any  of  these  rules  must  each  constitute  one 
foul.  One  point  must  be  taken  off  the  score  for  every  foul  made. 

The  following  order  of  heats  is  to  be  followed : 

First  Heat.    Running  left  around  the  team. 
Second  Heat.    Running  right  around  the  team. 

73 


Third  and  Fourth  Heats.  Walking  in  same  directions  as  in  first  and 
second  heats. 

Fifth  Heat.    Rabbit  race  like  first  heat. 

NOTE.  If  chairs  are  handy,  these  may  be  used  instead  of  the  bean  bag  for  sta- 
tions, and  each  player  may  sit  down  until  his  race  comes. 

If  no  chairs  are  on  hand,  the  players  may  sit  down  on  their  stations.  In  either 
case  the  rule  is  that  no  player  may  get  up  until  he  has  been  tagged. 

Two  foot  circles  may  be  drawn  to  mark  the  stations. 

14.    STRADDLE  BALL  AND  RELAY  RACE 

The  players  are  divided  into  two,  three,  or  more  teams,  or  captains  are 
appointed  who  may  choose  sides. 

A  goal  line  is  marked  about  eight  feet  from  the  side  line  of  the  field 
of  play,  and  a  box  one  foot  square  is  marked  for  each  team  from  six  to 
eight  feet  distant  on  the  goal  line. 

A  base  line  is  marked  about  sixty  feet  from  the  goal  line  and  parallel 
to  it. 

The  teams  line  up  in  file  formation  behind  the  boxes  and  facing  them. 

The  first  player  of  each  team  must  toe  the  goal  line,  the  last  player  must 
toe  the  base  line,  and  the  rest  of  the  players  take  positions  between  the 
first  and  last  players  and  at  equal  distances  from  each  other. 

One  medicine  ball  is  given  to  each  leader  of  a  team.  All  players  take 
a  straddle  (stride)  standing  position.  It  is  important  that  the  players 
maintain  a  straight  line  throughout  the  race. 

At  a  given  signal  the  first  player  lifts  the  ball  out  of  the  box  and  snaps 
it  backwards  between  his  legs  and  the  legs  of  all  his  team  mates  to  the 
last  player  behind  the  base  line.  The  ball  must  roll  on  the  ground,  and 
each  player  may  assist  the  ball  down  between  the  legs  to  the  base  line 
player.  Care  must  be  taken  not  to  hit  the  ball  sideways  out  of  its  course. 

As  soon  as  the  last  player  receives  the  ball  he  picks  it  up,  runs  with  it 
on  the  right  (left)  side  of  his  team,  up  to  and  over  the  box,  touching  the 
box  with  the  ball,  and  in  his  turn  snaps  it  back  like  the  first  player. 

Every  player  moves  backwards  into  the  position  of  the  man  behind  him 
as  soon  as  he  has  passed  the  ball. 

The  race  is  finished  when  the  first  "  snapper  back  "  has  returned  the 
ball  to  the  box. 

The  following  order  of  heats  should  be  followed : 

First  Heat.    Running  up  on  right  side. 

Second  Heat.    Running  up  on  left  side. 

Third  Heat.    First  and  second  heats  in  one  heat. 

Fouls:  i.  If  the  ball  goes  outside  any  player's  feet,  it  should  be  re- 
covered as  quickly  as  possible  by  that  player ;  he  must  return  to  his  station 
before  he  can  pass  the  ball.  Offense  against  this  rule  constitutes  a  foul 
and  the  penalty  is  one  point  off  the  score. 

2.  Before  snapping  the  ball  the  "  snapper  back  "  must  touch  the  box 
with  it.    The  penalty  for  this  foul  is  one  point  off  the  score. 

3.  If  the  last  player  crosses  the  base  line  before  he  has  the  ball,  he 
commits  a  foul.     Penalty,  one  point. 

4.  Running  up  on  wrong  side.    Penalty,  one  point. 

74 


15.    MASTER  IN  THE  RING 

A  large  circle  is  drawn  upon  the  ground.  All  the  boys  stand  inside  this 
circle,  with  their  arms  closely  folded  over  their  chests.  At  a  given  signal 
each  player  tries  to  push  his  neighbor  out  of  the  circle. 

No  two  players  may  tackle  one  player. 

If  any  player  unfolds  his  arms  or  falls  down  or  is  pushed  over  the 
circle  with  both  feet,  he  is  "  dead  "  and  must  leave  the  game. 

A  successful  player  may  tackle  any  other  player  who  is  disengaged. 

The  last  player  left  inside  the  circle  is  "  master  of  the  ring." 

A  variation  may  be  made  by  adding  the  rule  that  the  players  may  have 
only  the  right  (left)  foot  on  the  ground. 

1 6.   TOUCH  BALL  No.  4 

The  players  form  a  circle.  One,  two,  or  three  players  are  "  it "  and 
stand  inside  the  circle. 

The  players  toss  or  roll  a  basket  ball  in  any  direction,  but  always  aim- 
ing at  some  player  in  the  circle.  "  It "  must  try  to  tag  the  ball,  and  if 
successful,  the  last  player  having  been  in  contact  with  the  ball  becomes 
"  it  "  and  "  it "  joins  the  circle. 

The  object  of  the  player  in  this  game  is  to  avoid  becoming  himself 
"  it,"  but  trying  to  get  some  other  player  to  become  "  it."  The  players 
should  therefore  try  to  catch  other  players  unawares.  In  addition  every 
player  may  try  to  throw  the  ball  between  the  legs  of  some  other  player. 
If  he  succeeds,  the  player  through  whose  legs  the  ball  passes  becomes 
"  it  "  and  the  nearest  "  it "  rejoins  the  circle. 

Rule  i.  The  ball  may  be  thrown  or  tossed  or  rolled  with  one  or  both 
hands,  but  may  not  be  batted. 

Rule  2.  A  player  may  not  go  inside  the  circle  with  his  feet  to  recover 
the  ball. 

Rule  3.  If  the  ball  goes  outside  the  circle,  any  player  may  recover  it, 
but  before  passing  it  he  must  first  return  to  his  position. 

Rule  4.  A  player  becomes  responsible  for  the  ball  as  soon  as  it  has 
touched  any  part  of  his  body. 

Rule  5.  A  player  may  refuse  to  accept  a  ball  if  by  so  doing  he  runs 
the  danger  of  becoming  "  it."  He  may  not  move  his  feet,  but  may  "  duck  " 
the  ball. 

Rule  6.  If  a  ball  is  tossed  too  high  and  passes  over  the  heads  of  the 
circle,  the  player  having  tossed  it  becomes  "  it "  and  "  it "  may  recover 
the  ball. 

Rule  7.  "  It "  may  tag  the  ball  at  any  time,  but  if  he  fouls  a  player  by 
running  into  or  otherwise  touching  him,  his  "  tag  "  does  not  count. 

Rule  8.  The  ball  may  not  be  thrown  through  the  legs  of  one's  im- 
mediate neighbors. 

17.    SIDE  KICK 

The  players  are  divided  into  two  teams,  or  captains  are  appointed  who 
choose  teams.  Two  drivers'  lines  are  drawn  upon  the  ground  ten  feet 
apart  and  parallel  to  each  other.  The  goal  lines,  one  for  each  team, 

75 


are  drawn  outside  the  drivers'  lines  and  parallel  to  them.  The  goal  lines 
must  be  a  distance  of  seven  and  one-half  feet  outside  the  drivers'  lines. 
The  lines  should  not  be  longer  than  about  three  feet  for  each  player  of 
one  team. 

The  teams  line  up  behind  the  goal  lines,  then  join  hands  and  face  the 
opposing  team.  The  first  member  of  each  team  is  driver  and  takes  his 
position  inside  the  drivers'  lines,  with  his  back  to  his  own  team. 

The  object  of  the  game  is  to  kick  the  ball  over  the  goal  lines  but  under 
the  arms  of  the  opposing  team.  If  this  is  done,  a  score  of  two  points  is 
made  by  the  side  which  kicked  the  ball. 

As  soon  as  a  two-point  score  is  made  one  new  driver  from  each  team 
steps  into  the  drivers'  field  and  the  old  drivers  join  the  team  of  the  other 
end. 

If  the  ball  is  kicked  over  the  hands  of  a  team,  this  team  scores  one 
point,  and  not  the  team  which  kicked  the  ball. 

The  drivers  may  not  kick  the  ball  over  the  opponent's  goal  line,  but 
their  duty  is  to  manipulate  the  ball  in  such  a  manner  with  their  feet  that 
their  own  side  may  get  a  good  opportunity  for  kicking  the  ball. 

The  teams  must  try  to  prevent  the  ball  from  going  over  the  line  by 
obstructing  it  with  their  legs,  bodies,  and  arms,  but  they  may  not  break 
the  line  by  loosening  their  hands.  No  score  can  be  made  by  a  side  if 
its  line  is  broken  at  the  time  the  kick  is  made.  If  a  team  obstructs  a  ball 
and  its  line  is  broken  when  it  is  kicked  by  an  opposing  player,  the  other 
side  scores  one  point. 

Rule  I.  The  ball  must  be  put  into  play  by  the  referee  at  the  beginning 
of  the  game  or  inning,  after  a  score  has  been  made,  and  whenever  the  ball 
rolls  out  of  bounds. 

Rule  2.  The  players  must  line  up  behind  their  goal  lines  at  every 
new  play. 

Rule  3.  The  teams  may,  during  the  play,  move  forwards  and  back- 
wards over  the  goal  lines,  but  may  at  no  time  cross  the  drivers'  line. 

Rule  4.  If  any  player  advances  over  the  drivers'  line,  the  other  team 
scores  one  point. 

Rule  5.  The  drivers  may  play  only  inside  the  drivers'  field.  If  a  driver 
steps  over  the  drivers'  lines,  the  other  side  scores  one  point. 

Rule  6.    One  inning  consists  of  twenty  points. 

Rule  7.    A  game  consists  of  three  innings. 

Rule  8.  The  ball  must  be  kicked  only  with  the  side  of  either  right  or 
left  foot.  A  kick  with  the  toes  constitutes  a  foul,  which  gives  a  point  to 
the  opposing  team. 

The  teams  must  change  goal  lines  at  the  beginning  of  every  new  inning. 
The  team  making  the  highest  total  score  wins  the  game. 

1 8.    POTATO  RELAY  RACE 

Two,  three,  or  more  teams  of  equal  numbers  of  players  are  formed,  or 
captains  are  appointed  who  may  choose  their  teams. 

A  goal  line  is  marked  on  the  ground,  and  one  basket  for  each  team  is 
placed  on  the  goal  line.  Each  basket  is  about  six  feet  distant  from  the 
next  basket. 

76 


Each  team  lines  up  in  file  formation,  the  first  player  on  the  right  side 
of  his  basket  and  toeing  the  mark. 

Five  one-foot  squares  are  marked  in  line  with  the  teams  and  opposite 
each  basket,  and  the  lines  of  squares  are  parallel  with  each  other.  The 
first  square  must  be  five  feet  from  the  basket  and  the  succeeding  squares 
must  be  five  feet  apart.  Into  each  square  one  bean  bag  is  placed.  At  the 
starting  signal  the  first  player  of  each  team  gathers  the  bean  bags,  one  at 
a  time,  into  the  basket ;  the  next  player,  after  being  tagged  fcby  the  first 
player,  deposits  the  bean  bags  into  the  squares,  also  one  at  a  time,  and 
so  on,  all  the  players  alternately  gathering  and  depositing  the  bean  bags 
until  the  last  player  returns  and  crosses  the  goal  line. 

Rule  i.  The  bean  bags  must  be  deposited  inside  the  lines  of  the 
squares.  If  a  bean  bag  is  entirely  outside  a  square,  the  runner  having 
misplaced  it  may  correct  it  before  he  returns  to  tag  the  next  player.  If 
he  neglects  to  do  this,  the  team  to  which  the  player  belongs  loses  one  point 
for  each  bag  outside  a  square. 

Rule  2.  The  same  rule  applies  to  the  depositing  of  the  bean  bags  in 
the  baskets. 

Rule  3.  Any  runner  starting  before  he  is  tagged  commits  a  foul.  The 
penalty  is  one  point  oil  the  score. 

Rule  4.  Any  player  failing  to  deposit  or  gather  any  bean  bags  is  pun- 
ished with  one  point  loss  for  his  team  for  every  bean  bag  he  did  not  gather 
or  deposit. 

Scoring:  I.  The  possible  score  for  each  heat  is  twenty-five  points. 
The  first  team  finishing  receives  twenty-five  points  minus  one  point  for 
each  foul  committed  by  its  members. 

2.  The  second  team  finishing  receives  twenty-four  points  minus  one 
point  for  each  foul  committed. 

3.  The  third  team  finishing  receives  twenty-three  points  minus  one 
point  for  each  foul  committed. 

4.  All  the  rest  of  the  teams  receive  eighteen  points  for  the  heat.    A 
match  consists  of  not  more  than  three  heats. 

19.    COMBINATION  RACE 

Two,  three,  or  more  teams  of  equal  numbers  of  players  are  formed,  or 
captains  may  be  appointed  who  choose  teams. 

The  teams  are  lined  up  in  file  formation  with  eight  feet  of  space  be- 
tween each  team.  A  base  line  is  marked  and  parallel  to  it  and  at  a  dis- 
tance of  thirty  to  fifty  feet,  a  goal  line  is  drawn.  Opposite  each  team  a 
basket,  chair,  or  box  must  be  placed  on  the  goal  line,  which  serves  as 
goal  mark.  The  first  player  in  each  team  receives  a  basket  ball,  a  foot- 
ball, or  a  bean  bag. 

At  the  starting  signal  the  first  player  runs  to  the  mark,  around  it,  and 
after  rounding  it  stops  and  throws  the  ball  back  to  the  next  runner  of  his 
team.  In  turn  each  player  runs  and  throws  until  the  ball  is  back  again 
in  the  leader's  hand.  After  a  player  has  thrown  his  ball  he  must  quickly 
run  back  to  his  team. 

The  team  which  first  returns  the  ball  to  his  leader  wins  the  race;  the 
leader  must  be  on  the  starting  line. 

77 


Fouls:  i.  Crossing  the  base  line  before  the  ball  is  in  the  runner's 
hands. 

2.  Throwing  the  ball  before  having  rounded  the  mark. 

3.  Running  or  throwing  or  returning  on  the  wrong  side. 

4.  Throwing  with  the  wrong  hand. 

5.  Interfering  in  any  way  with  any  other  competing  team's  runner  or 
ball. 

The  following  order  of  heats  should  be  followed : 

First  Heat.  Running  up  on  right  side,  rounding  the  mark  to  other  side, 
throwing  ball,  back  with  right  hand,  and  returning  on  left  side. 

Second  Heat.  Running  up  on  left  side,  rounding  the  mark  to  other 
side,  throwing  the  ball  with  left  hand,  and  returning  on  right  side. 

Third  Heat.    First  and  second  heats  combined. 

Fourth  Heat.    Same  as  first  heat,  but  bowling  the  ball  back. 

Fifth  Heat.     Same  as  second  heat,  but  bowling  the  ball  back. 

Sixth  Heat.  Same  as  first  heat,  but  snapping  the  ball  back  between  the 
legs. 

21.   RELAY  RUNNING  AND  ROPE- QUOIT  TOSSING  RACE 

Each  school  represented  in  this  group  should  be  able  to  enter  at  least 
one  team  of  ten  girls  or  ten  boys  at  any  time  during  the  year.  Each  team 
should  have  a  captain,  who  will  manage  his  or  her  team  during  the  contest. 

The  players  line  up  one  behind  the  other,  in  file  formation,  according 
to  height,  the  smallest  girl  first. 

The  team  lines  up  behind  the  starting  line. 

Each  team  should  have  six  rope  quoits. 

Upon  the  given  signal,  i.e.,  the  blow  of  the  starter's  whistle  after  "  ready 
—  set,"  the  first  player,  with  six  quoits  in  her  left  hand,  runs  up  to  the 
finish  mark,  twenty-five  feet  distant.  From  the  finish  mark  she  tosses 
with  the  right  hand  six  rope  quoits,  one  at  a  time,  to  the  next  player  of 
the  team,  who  rings  the  quoits  with  her  right  arm.  (Tossing  or  ringing 
may  also  be  done  with  the  left  arm.) 

As  soon  as  six  rope  quoits  have  been  tossed,  the  tosser  returns  to  the 
end  of  her  team  (left  side)  and  the  next  player  runs  to  the  finish  line. 
This  process  is  repeated  until  No.  10  has  tossed  her  six  quoits  to  No.  i. 

The  team  finishing  first  gets  ten  points  for  speed,  the  team  finishing 
second  receives  five  points  for  speed,  and  all  teams  count  one  point  for 
every  fairly  "  ringed  "  quoit. 

The  team  scoring  the  highest  number  of  points  wins  the  contest. 

NOTE.  For  schoolroom  games  one  or  two  rope  quoits  for  each  team  will  answer 
the  purpose. 

Occasionally  time  trials  with  six  quoits  for  each  player  and  with  ten  players  to  a 
team  should  be  conducted. 

22A.    CAPTAIN  BALL 

_  NOTE.  This  adaptation  of  captain  ball  for  schools  is  suitable  for  either  boys'  or 
girls'  teams. 

In  all  outdoor  contests  only  teams  of  equal  sex  should  compete  against  each  other. 

In  the  adaptation  given  for  the  schoolroom  the  boys  and  girls  may  be  mixed  on 
both  teams. 

78 


The  Ball.  For  outdoor  contests  a  regulation  basket  ball  is  used.  For 
schoolroom  contests  the  regulation  fist  ball  is  the  official  ball. 

The  Field.  For  outdoor  practice  a  level  space  of  ground  about  fifty  by 
eighty  feet  is  ideal.  For  indoors  the  classroom  is  the  field. 

The  Courts.  Out  of  doors  there  should  be  two  courts  each  forty  feet 
wide  and  thirty-five  feet  deep.  These  should  be  divided  by  a  neutral  ter- 
ritory or  zone  five  feet  wide  and  forty  feet  long. 

The  Bases.  There  should  be  six  circles,  each  two  feet  in  diameter,  in 
each  court.  Four  of  these  circles  should  be  marked  in  the  four  corners 
of  each  court.  The  peripheries  of  these  four  circles  should  be  two  feet 
from  the  two  lines  which  form  the  corners.  On  the  rear  end  of  the  courts 
one  circle  should  be  placed  halfway  between  the  corner  circles  and  in  line 
with  them.  The  captain  circle  should  be  in  the  center  of  each  court.  The 
circles  are  numbered  from  I  to  6.  The  captain  circle  is  No.  6,  the  circle 
to  the  right  of  the  captain  and  nearest  the  neutral  territory  is  No.  i,  and 
continuing  around  the  square  they  are  numbered  up  to  5.  The  circles  are 
called  bases. 

Teams.  A  team  consists  of  twelve  players.  Six  are  to  be  the  guards 
and  six  the  basemen.  The  captain  may  play  any  position.  The  baseman 
playing  sixth  base  is  the  captain  base  player. 

Basemen.  The  six  basemen  take  their  positions  inside  the  base  circles. 
\Yhile  playing  they  must  at  all  times  have  at  least  one  foot  inside  their 
base  circle.  Jumping  up  into  the  air  for  the  purpose  of  catching  the  ball 
is  permitted,  but  in  order  to  be  called  a  "  fair  catch  "  they  must  land  on 
the  ground  with  at  least  one  foot  inside  the  circle.  Any  part  of  one  foot 
on  the  circle  shall  be  considered  "  fairly  on  the  base." 

Guards.  The  second  six  players  of  one  team  are  guards.  Their  posi- 
tion is  outside  the  respective  bases  of  the  opposing  basemen. 

These  guards  may  move  anywhere  inside  the  court  of  the  opponents, 
but  if  they  leave  the  court  or  if  they  enter  the  bases  of  the  opponents  with 
even  one  foot  only,  they  commit  a  foul.  Entering  the  neutral  territory  in 
the  same  way  also  constitutes  a  foul.  The  only  exception  to  this  rule  of 
entering  the  neutral  territory  or  zone  is  "  the  putting  of  the  ball  into 
play." 

The  numbers  for  the  guards  are  the  same  as  the  numbers  of  the  base- 
men of  the  opposing  team  which  they  are  guarding. 

The  Game.  The  object  of  the  game  is  to  get  the  ball  from  any  one 
baseman  of  one's  own  team  to  one's  captain  base  player.  The  business  of 
the  guardsmen  is  to  prevent  the  opposing  basemen  from  getting  the  ball 
and,  when  in  possession  of  it,  to  get  it  safely  to  one  of  his  own  basemen 
on  the  other  side  of  the  neutral  zone. 

Length  of  Game  and  Halves.  A  game  consists  of  two  ten-minute  halves 
with  a  rest  of  three  minutes  between  the  halves.  At  the  end  of  the  first 
half  the  two  teams  change  courts.  The  team  having  the  highest  score  at 
the  end  of  the  game  is  the  winner. 

Playing  of  the  Ball.  The  ball  may  be  tossed  or  batted  with  both  hands 
or  with  either  hand  alone.  Batting  with  the  closed  fist  is  a  foul.  If  the 
ball  is  in  the  hands  of  an  opposing  player,  it  may  be  batted  out  of  his 
hands. 

Pushing  or  pulling  an  opponent  constitutes  a  foul. 

79 


The  ball  may  not  be  held  longer  than  two  seconds.  If  it  is  held  longer 
(one  —  two  —  three  —  four) ,  it  constitutes  a  foul.  This  is  called  holding. 

In  case  of  holding  by  a  baseman  the  penalty  is  the  free  transfer  of  the 
ball  to  the  baseman  of  the  opposing  team  who  plays  the  same  number  as 
the  one  who  fouls.  In  case  of  a  guard  holding  the  ball  the  penalty  is  the 
free  transfer  of  the  ball  to  the  opposing  guard  playing  the  same  number. 

In  case  the  ball  is  held  simultaneously  by  two  opponents  it  must  be  put 
into  play  by  the  referee  by  tossing  it  seven  feet  perpendicularly  into  the 
air  between  the  two  players  who  hold  the  ball.  When  this  is  done  the 
baseman  faces  his  own  captain  and  the  respective  opponent  stands  two 
feet  away  facing  him. 

Outside  Court.  A  ball  is  considered  "  outside  court  "  if  it  rolls  or  is 
batted  over  the  end  and  side  lines  of  the  court.  In  such  a  case  the  oppo- 
nent nearest  the  player  who  last  touched  the  ball  before  it  went  outside 
court  must  have  the  ball  on  the  point  where  it  went  over  the  line,  and 
from  there  he  must  put  it  into  play  as  he  pleases.  If  the  ball  rolls  over 
the  neutral  zone,  it  is  still  in  play.  If  it  should  stay  in  the  neutral  zone, 
it  must  be  put  into  play  as  at  the  beginning  of  the  game,  i.e.,  between  the 
two  opposing  guards  whose  turn  it  is. 

Putting  the  Ball  into  Play.  At  the  opening  of  the  game  or  whenever  a 
score  has  been  made  the  ball  must  be  put  into  play  in  the  middle  of  the 
neutral  zone.  At  the  opening  of  the  game  both  No.  I  guards  line  up  on 
the  side  lines  of  the  zone,  each  facing  his  captain  circle. 

The  ball  must  be  tossed  up  perpendicularly  into  the  air  at  least  seven 
feet.  Either  guard  may  catch  or  bat  the  ball.  With  each  new  putting  of 
the  ball  into  play  the  next  opposing  guards  having  the  same  number  line 
up  in  the  zone  for  play. 

When  guards  No.  6  have  had  their  turn  Nos.  I  line  up  again,  and  so 
on  each  pair  of  opposing  guards  in  turn. 

Scoring.  A  one-point  score  is  made  every  time  the  captain  circle  player 
receives  fairly,  i.e.,  catches  with  both  hands  the  ball  from  one  of  his  own 
base  players. 

A  two- point  score  is  made  if  two  base  players  are  involved  in  the  fair 
pass  to  the  captain  base  player.  This  means  if  the  ball  was  passed  suc- 
cessfully, i.e.,  without  being  held  by  an  opposing  guard,  from  one  base 
player  to  another  base  player  of  the  same  side  and  from  him  to  the  captain 
base  player. 

A  three-point  score  is  made  when  three  basemen  are  involved  in  an  un- 
interrupted pass  to  the  captain  base  player. 

A  four  and  a  five  point  score  are  made  respectively  in  the  same  manner 
in  which  the  one,  two,  and  three  point  scores  were  made. 

No  score  is  made  unless  the  ball  reaches  fairly  the  captain  base  player. 
For  instance,  if  two  base  players  have  successfully  passed  the  ball  to  each 
other  and  if  it  is  then  interrupted  or  intercepted  by  an  opposing  player, 
the  scoring  has  been  successfully  stopped. 

It  can  never  be  a  fair  two,  three,  four,  or  five  point  score  if  one  baseman 
handles  the  ball  more  than  once  during  such  passing. 

It  is  not  necessary  that  the  ball  be  played  by  successive  base  players  or 
basemen,  as  far  as  their  numbers  are  considered,  when  making  for  the 
larger  score. 

80 


The  case  for  a  five-point  score  among  basemen  may  be,  for  instance, 
from  No.  i  to  No.  3  to  No.  2  to  No.  5  to  No.  4  to  captain  baseman. 

22B.    SCHOOLROOM  CAPTAIN  BALL 

Use  Regulation  Fist  Ball. 

The  game  is  played  under  the  same  rules  as  "  Outdoor  Captain  Ball." 
The  whole  room  should  be  divided  into  two  teams,  boys  and  girls  mixed. 

The  two  courts  are  bounded  by  the  window  wall,  the  rear  wall,  the 
right-hand  wall,  and  a  line  which  runs  two  feet  in  front  of  the  first  desks 
and  parallel  to  the  desks. 

The  neutral  zone  in  a  classroom  with  seven  files  of  desks  should  be  the 
fourth  and  fifth  aisles. 

Each  side  should  have  six  basemen.  The  captain  base  should  be  situ- 
ated in  the  center  of  the  third  aisle  for  team  A  and  in  the  center  of  the 
sixth  aisle  for  team  B. 

At  the  right  end  (front  end)  of  the  aisle,  where  captain  A  base  is, 
should  be  base  I  for  team  A.  At  the  ends  and  in  the  middle  of  the  first 
aisle  should  be  bases  2,  3,  and  4  of  team  A.  The  fifth  base  of  team  A  is 
to  the  left  of  captain  circle  and  at  the  end  of  the  third  aisle. 

The  bases  for  team  B  should  be  arranged  correspondingly  in  the  sixth, 
seventh,  and  eighth  aisles. 

Each  team  should  have  six  basemen.  All  the  other  players  should  be 
guards. 

The  guards  are  placed  in  the  aisles  between  the  basemen  of  the  oppos- 
ing team. 

In  a  seven-file  room  there  should  be  two  extra  guards  in  each  of  the 
neutral-zone  aisles,  making  four  extra  guards  in  all.  These  are  called  the 
running  guards.  No  other  guard  may  leave  his  place. 

The  ball  must  always  be  put  into  play  over  the  middle,  i.e.,  over  the 
desks,  of  the  neutral  zone. 

The  only  place  where  a  ball  may  go  out  of  court  can  occur  at  the  front 
of  the  two  courts.  The  front  is  the  end  nearest  the  teacher's  desk.  If 
the  ball  goes  out  of  court,  it  has  a  free  transfer  to  the  running  guard, 
whose  opposing  guard  or  baseman  last  touched  it  before  it  went  out  of 
court. 

23.    FIST  BALL 

Copyrighted  by  ERNST  HERMANN,  Cambridge,  Mass.,  Superintendent  of 

Recreation,  Newton,  Mass. ;    Director  of  Physical  Education, 

Somerville,  Mass.;    Playground  Architect 

The  Ball.  The  official  ball  is  the  regulation  ten-inch  ball  called  Her- 
mann's Fist  Ball. 

The  Field  of  Play.  This  should  be  a  level  field  with  a  hard,  smooth 
surface,  an  oblong  square  in  shape,  and  at  least  one  hundred  by  sixty  feet 
in  size.  Both  short  ends  should  be  guarded  by  backstops,  each  ten  feet 
in  height. 

The  Court.  This  should  be  a  true  oblong  square,  eighty  by  forty  feet 
in  size,  the  boundaries  marked  by  white  tape  or  by  clearly  defined  lines 
marked  with  lime. 

81 


The  Net.  This  should  be  at  least  two  feet  wide  and  forty-four  feet 
long.  It  should  be  fastened  to  two  posts,  each  seven  feet  six  inches  above 
the  ground.  The  top  of  the  net  should  not  be  more  nor  less  than  seven 
feet  above  the  ground.  The  posts  should  be  at  least  forty-four  feet  apart. 
A  white  tape  may  be  used  as  a  substitute. 

The  Team.  A  team  consists  of  six  players.  They  are  to  be  divided 
into  three  forwards  and  three  backs.  These  forwards  and  backs  play 
alternately  in  the  forward  and  back  fields.  These  alternate  changes  must 
be  made  at  the  end  of  each  quarter,  i.e.,  whenever  one  side  reaches  the 
five-point  score,  the  ten-point  score,  and  the  fifteen-point  score. 

The  Game.  The  game  is  won  by  the  team  which  first  completes  a 
twenty-point  score.  Each  game  consists  of  two  halves  of  ten  points  each. 
Each  half  consists  of  two  quarters  of  five  points  each. 

A  half  is  finished  when  one  side  makes  ten  points.  At  the  end  of  a 
half  the  teams  change  courts,  i.e.,  take  the  court  on  the  other  side  of  the 
net. 

A  quarter  is  finished  as  soon  as  one  side  reaches  a  five-point  score.  At 
the  end  of  the  quarter  the  forwards  and  backs  change  places. 

Batting.  The  ball  may  be  batted  only  with  the  underside  of  either  right 
or  left  fist  or  with  the  underside  of  either  right  or  left  forearm.  Batting 
the  ball  in  any  other  way  constitutes  a  foul,  which  scores  one  point  for 
the  opponents.  The  ball  may  bea  volleyed,  i.e.,  batted  on  the  "  fly  "  or 
after  one  bounce  off  the  ground. 

Nursing.  Batting  the  ball  from  one  partner  to  another  partner  is  called 
"  nursing  "  the  ball.  This  is  an  important  part  of  the  game  and  makes 
it  the  valuable  team  game  that  it  is. 

The  nursing  is  to  be  done  exactly  as  the  batting,  i.e.,  with  the  under- 
sides of  either  the  closed  fists  or  forearms  and  with  only  one  bounce  be- 
tween each  two  players. 

No  player  may  nurse  the  ball  more  than  once  in  succession.  It  must 
always  be  nursed  by  two  or  more  players  in  turn. 

Topping.  Topping  the  ball,  i.e.,  batting  it  on  top,  is  not  allowable,  and 
if  done  constitutes  a  foul,  which  scores  one  point  for  the  opposing  team. 

Serving.  At  the  beginning  of  each  game,  half,  and  quarter  the  ball 
must  be  put  into  play  by  serving  it. 

1.  Serving  is  done  by  batting  the  ball  or  by  nursing  it  from  a  back  to 
a  forward  or  from  a  forward  to  a  back  of  the  same  team. 

At  least  one  forward  and  one  back  must  have  been  involved  if  the  serve 
is  to  be  considered  a  "  fair  serve."  Only  after  a  "  fair  serve  "  may  the 
ball  be  played  over  the  net  for  a  score. 

The  serving  of  one  back  to  another  back  or  one  forward  to  another 
forward  does  not  constitute  a  "  fair  serve,"  and  if  the  ball  is  played  over 
the  net,  it  is  called  a  "  foul  serve  "  and  scores  one  point  for  the  opposing 
team. 

At  the  beginning  of  every  game,  half,  or  quarter  it  is  necessary  to  call 
"  game  "  before  serving  the  ball.  This  calling  "  game  "  must  be  answered 
by  the  captain  of  the  opposing  team  with  "  ready."  If  this  is  not  done, 
the  opposing  team  scores  one  point. 

2.  After  every  ordinary  score,  i.e.,  when  not  the  fifth,  tenth,  or  fifteenth 
point  of  the  leading  side,  the  ball  must  also  be  newly  served  by  the  side 

82 


in  possession  of  it.  When  such  ordinary  serves  are  made,  the  calling  of 
"  game  "  or  "  ready  "  is  not  required. 

The  serve  must,  however,  inyolve  the  play  of  one  forward  and  one  back 
or  more,  the  same  as  in  the  opening  serve.  The  ball  may,  however,  be 
served  from  any  part  of  the  field,  even  from  the  outside  of  the  court. 

The  object  of  this  is  to  get  live  play  during  each  quarter  period  and  if 
possible  to  surprise  an  opposing  team,  and  by  being  newly  served  it  gives 
a  clear  signal  that  a  point  has  been  conceded  and  accepted. 

The  calls  of  "  game  "  and  "  ready  "  at  the  opening  of  each  quarter,  half, 
etc.,  are  needed  on  account  of  the  change  of  the  players'  positions  at  these 
times. 

Scoring.    A  one-point  score  is  made  by  the  opposing  team  every  time : 

1.  When  the  ball  is  batted  in  any  other  way  than  prescribed. 

2.  When  the  ball  is  allowed  to  get  in  contact  with  any  other  part  of  a 
player's  body  than  the  parts  allowed  in  batting. 

3.  When  the  ball  bounces  more  than  once  after  landing  across  the  net 
fairly  inside  of  the  court  without  being  nursed. 

4.  When  a  ball  after  nursing  touches  the  ground  outside  the  court. 

5.  When  a  player  nurses  the  ball  twice  in  succession,  i.e.,  without  a 
partner  having  nursed  the  ball. 

6.  When  a  ball  is  batted  by  one  side  over  the  net  (placing)  and  does 
not  land  "  fairly,"  i.e.,  inside  the  other  team's  court. 

Finish  Score.  The  last  two  points  of  a  game  (the  nineteenth  and 
twentieth)  must  be  made  in  succession,  i.e.,  without  making  a  foul  (with- 
out the  other  side  making  a  point). 

If,  after  team  A  has  made  the  nineteenth  point,  team  B  should  score  — 
let  us  assume  their  eighteenth  point  —  team  A  goes  back  to  its  eighteenth 
point  score,  the  nineteenth  point  being  void  on  account  of  team  B's  score, 
which  of  course  may  be  due  to  either  a  foul  by  team  A  or  a  successful 
"  placing "  by  team  B.  In  other  words,  the  nineteenth  point  is  secure 
only  if  it  is  followed  by  the  twentieth  point  without  the  other  side  making 
a  score. 

Deuce  Score.  If  both  teams  have  eighteen  points,  it  is  called  a  deuce 
score,  and  either  side  must  make  two  points  in  succession  in  order  to  win. 

After  deuce  has  been  reached  the  next  (or  nineteenth)  point  is  called 
advantage.  This  advantage  may  then  alternate  forwards  and  back  be- 
tween the  teams,  but  one  or  the  other  team  must  naturally  always  have 
the  advantage,  because  if  one  side  makes  the  nineteenth  point,  the  other, 
if  it  already  had  the  nineteenth  point,  loses  its  nineteenth  point  because 
it  did  not  succeed  in  making  two  points  in  succession. 

•The  Deuce  Volley.  This  is  the  only  time  during  the  game  when  a 
"  placing  "  constitutes  a  two-point  score.  It  can  be  played  only  when  a 
deuce  score  or  an  "  advantage  out "  score  exists. 

The  deuce  volley  is  a  successful  volleyed  placing  of  the  ball  on  a  return 
play.  To  be  a  fair  deuce  volley  the  ball  must  be  successfully  (fairly) 
placed  without  the  ball  once  touching  the  court.  This  volley  may  involve 
one  or  more  players,  but  if  the  volley  is  also  a  "  nurse,"  i.e.,  if  it  involves 
more  than  one  batting,  the  rules  of  nursing  must  be  observed. 

In  indoor  games  a  volley  is  not  a  fair  deuce  volley  if  the  ball  touches 
the  walls  or  ceiling  during  the  play. 

83 


The  following  is  a  sample  when  a  deuce  volley  should  be  tried.  Team  A 
has  nineteen,  team  B  has  eighteen  points.  Team  A  serves  the  ball  fairly, 
a  back  of  team  B  stops  the  ball  fairly  before  it  touches  the  ground,  another 
back  volleys  the  ball  to  a  forward.  This  forward  volleys  it  fairly,  i.e., 
places  it  successfully  over  the  net  in  team  A  court,  and  team  A  fails  to 
return  the  ball  successfully  over  the  net,  i.e.,  team  A  either  fails  to  stop 
the  ball  from  scoring  at  once  or  in  their  effort  to  get  the  ball  fairly  out  of 
their  court  and  into  team  B's  court  they  make  a  foul. 

This  makes  the  deuce  volley  of  team  B  a  success  and  gives  team  B  a 
two-point  score,  thereby  winning  the  game  by  making  the  twenty-point 
score  complete. 

This  is  the  only  time  a  final  score  of  the  teams  could  be  twenty  to 
nineteen. 

Placing.  To  be  "  fairly  placed  "  a  ball  must  land  on  or  inside  the  lines 
of  the  opponent's  court  after  it  has  been  "  fairly  batted  "  over  the  net. 

"  Batting  fairly  "  has  been  described  under  batting. 

Object  of  the  Game.  The  object  of  the  fist-ball  game  is  to  bat  the  ball 
over  the  net  and  into  the  court  of  the  opposing  team  in  such  a  manner 
that  they  cannot  play  the  ball,  i.e.,  that  they  cannot  nurse  it  or  bat  it  or 
volley  it  back  over  the  net  into  one's  own  court. 

This  is  called  "  placing  "  the  ball. 

Good  placing  depends  upon  good  cooperative  nursing  of  the  ball  among 
the  players  of  one  team  and  upon  accurate  driving  over  the  net. 

This  is  done  if  the  ball  is  not  indiscriminately  batted  back  over  the  net, 
but  if  it  is  nursed  in  such  a  manner  to  a  forward  as  will  enable  him  to 
place  the  ball  fairly  into  the  opponent's  court. 

A  forward  is  not  necessarily  the  one  to  place  the  ball.  A  back  may 
place  it  any  time  if  an  opportunity  for  good  placing  offers  itself,  as,  for 
instance,  a  momentarily  unguarded  part  of  the  opponent's  court. 

The  forwards  are,  however,  in  almost  all  "  plays  "  the  ones  who  must 
be  relied  upon  to  place  the  ball,  i.e.,  the  ones  who  should  drive  the  ball 
over  the  net. 

If  a  ball  is  placed,  for  instance,  from  the  backfield  of  team  A,  the  length 
of  the  flight  should  enable  team  B  players  to  effect  a  better  defense  both 
individually  and  collectively.  They  can  draw  together  and  the  individual 
can  adjust  his  poise  better,  i.e.,  can  get  his  best  playing  arm  into  effective 
position. 

If,  on  the  other  hand,  a  back  is  obliged  to  run  forwards  and  from  there 
should  place  the  ball  unsuccessfully,  he  may  give  the  other  team  a  chance 
to  place  the  ball  in  his  own  unprotected  territory. 

In  good  team  play  all  the  players  of  one  team  are  constantly  on  the  move 
to  "  back  each  other  up,"  but  they  rarely  take  a  play  away  from  a  partner. 

NOTE.  Self-management  in  this  game  is  greatly  to  be  desired  and  in  ordinary  play 
should  not  need  officials.  In  this  respect  it  resembles  tennis.  Like  the  game  of  ten- 
nis it  is  a  sport  for  gentlemen  only.  But  on  account  of  much  greater  team  play  and 
the  difficulty  of  fair  batting  and  nursing,  fine  and  quick  acknowledgments  of  each 
foul  play  are  needed. 

Ordinarily  umpires  should  not  be  necessary. 

If  a  player  commits  a  foul,  the  other  side  is  entitled  to  a  score.  For  instance,  if  a 
player  touches  the  ball  with  both  forearm  and  shoulder,  he  touched  it  twice.  The 
shoulder  touch  is  the  foul,  and  he  ought  to  call  "  foul,"  thereby  inviting  the  oppo- 
nents to  announce  their  next  higher  score. 


If  the  ball  was  fairly  placed,  it  ought  to  be  accepted  and  nursed  or  batted,  i.e., 
kept  in  play. 

If  clearly  outside,  it  ought  to  be  caught  up  as  soon  as  possible,  and  the  other  side 
ought  to  accept  the  judgment  of  the  opposing  players  who  are  the  nearest  to  the 
place  where  the  score  is  made. 

If  a  player  bats  the  ball  or  if  he  nurses  it  in  any  other  manner  than  is  allowed  by 
the  batting  and  nursing  rules,  he  ought  to  concede,  at  once  and  quickly,  a  point  to  the 
other  side. 

For  the  purpose  of  admitting  his  foul  or  his  partner's  foul  a  player  should  either 
catch  the  ball  with  both  hands  as  a  token  of  surrendering  a  point  or  he  should  call 
"  point  for  the  other  side  "  in  case  the  ball  has  gotten  beyond  his  control,  i.e.,  if  a 
partner  is  following  up  his  play  after  he  committed  the  foul. 

The  change  of  courts  at  the  end  of  halves  is  due  to  the  possibility  of  unfair  dis- 
tribution of  wind  and  unequal  conditions  of  surface  or  backstops. 

The  change  of  forwards  and  backs  every  five  points  promotes  equality  of  respon- 
sibility and  equal  exercise  for  all. 

For  ordinary  practice  smaller  courts  may  be  used  to  good  advantage. 

Three,  four,  or  five  players  on  a  side  will  also  make  good  play. 

The  rules  given  are  for  a  formal  contest.  They  should  be  changed  only  by 
mutual  consent  of  the  players  and  only  when  local  conditions  warrant  a  change. 

24.    SCHLAG  BALL 

NOTE.  This  splendid  running  and  batting  game  combines  many  of  the  most  pleas- 
urable elements  of  a  number  of  other  games. 

On  account  of  this  it  becomes  easily  a  great  favorite  with  all  children. 

The  rules  here  given  have  been  well  tried  out.  The  dimensions  of  the  field  can 
easily  be  adapted  to  any  schoolyard.  The  game  can  be  practiced  in  almost  any  hall 
on  account  of  the  lightness  of  the  ball.  Some  of  the  school  corridors  may  even  be 
used. 

On  account  of  the  splendid  exercise  involved  and  on  account  of  its  fine  qualities 
as  a  team  game  we  recommend  this  game  for  use  in  intra  and  inter  school  contests. 

Masters  are  urged  to  arrange  regular  schedules  for  the  different  classes  of  their 
buildings  and  to  arrange  matches  with  other  schools. 

The  Ball.    The  official  ball  is  an  eight-inch  volley  ball. 

The  Field.  Any  level  piece  of  land  without  obstruction  and  free  from 
stones  and  holes.  A  square  or  an  oblong  square  is  to  be  preferred. 

The  Field  of  Play.  The  boundary  lines,  home  goal,  and  runner's  base 
should  be  as  follows : 

Two  boundary  lines,  called  foul  lines,  should  run  eight  feet  from  and 
parallel  to  two  adjoining  sides  of  the  square  or  oblong  square  of  the  field 
of  play.  The  lines  should  be  clearly  marked  with  lime  and  should  extend 
sixty  feet  along  each  leg  of  the  right  angle. 

Home  Goal.  These  two  foul  lines  should  be  joined  eight  feet  from  the 
apex  by  a  quarter  circle.  This  line  of  the  quarter  circle  should  also  be 
clearly  marked  with  lime.  The  space  formed  by  the  foul  lines  and  the 
quarter  circle  is  the  home  goal. 

The  Batting  Line.  Sixteen  feet  from  the  apex  of  the  right  angle  which 
is  formed  by  the  two  foul  lines  they  should  be  joined  by  another  quarter 
circle,  which  should  also  be  clearly  marked  with  lime.  This  is  the  batting 
line. 

The  Batting  Radius.  This  should  be  the  space  inside  the  two  foul  lines 
and  should  extend  to  the  limits  of  the  field. 

Out  of  Bounds.  If  there  are  fences  or  other  unplayable  areas  at  the 
end  of  the  field,  these  are  called  out  of  bounds.  Two  balls  hit  out  of 
bounds  count  as  one  foul. 

85 


The  Runner's  Base.  Ninety  feet  from  the  apex,  i.e.,  eighty-two  feet 
from  the  home  goal,  of  the  two  foul  lines  and  halfway  between  the  foul 
lines  should  be  the  center  of  a  clearly  marked  circle  five  feet  in  diameter. 
This  is  called  the  runner's  base. 

The  Division  Line.  From  the  apex  of  the  two  foul  lines  to  the  center 
of  the  runner's  base  there  should  be  a  clearly  marked  line  dividing  the 
field  into  two  halves. 

The  Teams.    For  official  contests  ten  players  constitute  a  team. 

Object  of  the  Game.  The  object  of  the  game  is  for  a  player  of  the 
batting  team  to  bat  the  ball  fairly  in  such  a  manner  that  he  can  reach  the 
runner's  base  without  being  "  caught  out "  or  "  hit  out "  by  a  fielder,  and 
then  without  pausing  *on  the  runner's  base  return  to  the  home  goal  with- 
out being  hit.  If  a  batter  returns  safely,  he  scores  one  point  for  his  team. 

The  fielders'  object  is  to  prevent  a  batter  from  scoring.  This  they  can 
do  fairly  only  if  they  catch  the  ball  on  the  fly  or  if  they  hit  the  runner 
before  he  returns  to  his  home  goal. 

Batting.  A  batter  must  stand  with  both  feet  inside  the  lines  of  the 
home  goal. 

The  ball  may  be  batted  only  with  the  underside  of  either  right  or  left 
fist  or  the  underside  of  either  right  or  left  forearm.  Batting  in  any  other 
way  is  a  foul.  To  be  batted  fairly  the  ball  must  not  land  inside  the  batting 
line  nor  outside  the  foul  lines.  Touching  either  of  these  lines  on  the  first 
bounce  is  fair  batting.  If  it  lands  outside  the  foul  lines  or  inside  the  bat- 
ting line,  it  constitutes  a  foul. 

Two  fouls  put  a  batter  out.  In  batting  the  player  serves  his  own  ball 
either  by  holding  it  out  in  front  of  him  or  by  tossing  it  perpendicularly 
up  into  the  air.  The  holding  of  the  ball  in  front  and  at  about  shoulder 
height  with  a  slight  toss  is  the  best  way  to  serve  a  ball.  The  batter  should 
stand  with  his  shoulder  line  at  right  angles  to  a  line  from  home  base  to 
runner's  base.  The  right  arm  should  be  straight  out  to  the  right  and  at 
about  shoulder  height. 

The  ball  should  be  batted  in  such  a  manner  that  the  fielders  will  find 
it  hard  to  catch  it,  and  the  direction  should  give  the  batter  a  fair  chance 
to  get  away  to  the  runner's  base. 

If  the  ball  is  caught  on  the  fly,  the  batter  is  out. 

Running  for  Base  and  Home.  This  must  be  a  continuous  run  or  walk. 
At  no  time  may  the  runner  stand  still  longer  than  one  second.  If  he  does, 
he  is  out.  The  runner  may  approach  the  base  in  any  way  he  chooses, 
providing  he  does  not  stand  still.  He  may  dodge  here  and  there,  but  his 
object  must  be  to  make  the  runner's  base  safely  and  to  get  home  safely. 

He  has  made  the  runner's  base  as  soon  as  he  has  touched  the  base  with 
either  foot.  He  may  of  course  run  in  with  both  feet. 

As  soon  as  he  has  made  the  runner's  base  he  should  try  to  make  home. 
He  does  not  need  to  go  in  a  straight  line  and  may  even  find  it  necessary 
to  retreat  further  into  the  outfield. 

If  he  reaches  home  goal  with  one  foot  without  being  hit  by  the  ball,  he 
is  safe  and  scores  one  point  for  his  team. 

Fielding.  The  first  object  of  fielding  must  be  to  cover  the  field.  The 
ten  players  of  the  fielding  team  should  be  so  distributed  over  the  field  that 
they  each  cover  about  an  equal  space. 

86 


Five  players  should  guard  the  right  field,  i.e.,  the  field  on  the  right  of 
the  dividing  line,  and  five  should  guard  the  left  field. 

They  are  called  the  left  and  right  fielders  and  are  not  allowed  to  cross 
over  the  dividing  line  during  a  play,  but  may  be  changed  between  two 
batters. 

Their  first  object  must  be  to  catch  the  ball  on  the  fly.  If  they  do  not 
succeed  in  this,  they  may  still  get  the  player  out  by  hunting  him. 

Hunting.  If  none  of  the  fielders  caught  the  ball  on  the  fly,  they  should 
recover  it  quickly.  One  or  more  who  are  near  the  ball  should  run  after 
it  and  pick  it  up.  After  the  ball  is  recovered  they  should  "  hunt "  the 
runner  by  tossing  the  ball  to  a  fielder  (partner)  who  is  near  the  runner. 
If  the  runner  gets  away  from  there,  he  should  in  turn  toss  the  ball  to 
some  other  fielder  near  whom  the  runner  now  is.  In  this  manner  they 
should  try  to  get  the  ball  near  enough  to  get  a  good  shot  at  the  runner. 
If  this  opportunity  comes,  they  should  try  to  hit  the  runner ;  if  they  suc- 
ceed, they  put  him  out. 

The  following  rules  must,  however,  be  observed  in  hunting: 

1.  No  running  while  holding  the  ball.     When  a  fielder  runs  for  the 
ball  and  gets  it  he  must  at  once  stand  still  and  at  once  pass  it  on  to  a 
partner  or  take  a  "  shot "  at  the  runner.    Running  with  the  ball  is  a  foul 
which  gives  a  point  to  the  other  team. 

2.  If  not  actually  holding  the  ball,  any  fielder  may  change  his  position, 
if  needed,  continuously ;  but  in  doing  this  he  must  not  cross  the  dividing 
line,  the  circle  line,  nor  the  batting  line. 

3.  A  fielder  may  not  throw  the  ball  back  to  the  fielder  from  whom  he 
received  it.     If  a  ball  is  thrown  back  to  a  fielder  from  whom  it  was  re- 
ceived, and  this  fielder  touches  the  ball  with  any  part  of  his  body,  it  con- 
stitutes a  foul  and  allows  one  run  for  the  batters.    The  runner  gets  a  free 
walk  home. 

4.  A  fielder  may  not  hold  the  ball  longer  than  one  second. 

5.  A  fielder  deliberately  blocking  a  runner  with  any  part  of  his  body 
commits  a  foul.    The  penalty  for  this  is  a  free  walk  home  for  the  runner, 
which  gives  a  point  to  the  runner's  team.    Two  such  fouls  during  a  game 
by  the  same  player  disqualify  him. 

Scoring.  The  batting  side  scores  one  point  for  every  successful  return 
of  a  batter. 

The  batting  side  must  have  a  batting  order  which  may  not  be  changed 
after  the  first  inning. 

A  batter  gets  a  free  run  home,  i.e.,  scores  a  point  for  his  team,  every 
time  a  fielder  commits  a  foul. 

The  fielders  commit  fouls : 

1.  When  they  run  with  the  ball. 

2.  When  they  toss  the  ball  back  to  a  fielder  from  whom  they  received  it. 

3.  When  they  cross  the  dividing  line  during  a  play. 

4.  When  they  hold  the  ball  longer  than  one  second. 

5.  When  they  block  a  runner. 

The  runner  or  batter  is  out : 

I.    When  the  ball  is  fairly  caught  by  a  fielder. 

8? 


2.  When  he  is  fairly  hit  by  a  fielder. 

3.  If  he  stands  still  longer  than  one  second  while  making  his  run. 

4.  If  he  commits  two  fouls  while  batting. 

5.  If  he  runs  into  the  ball  after  he  leaves  the  home  goal  and  before 
he  returns  to  it. 

Change  of  Fielders  and  Batters.  At  the  opening  of  the  game  the  cap- 
tains toss  for  choice  of  fielding  or  batting. 

An  inning  consists  of  two  halves.  Each  side  bats  and  fields  one-half 
of  an  inning. 

The  batting  side  is  out  when  three  players  have  been  put  out. 

Three  innings  constitute  a  game.  The  team  scoring  the  highest  num- 
ber of  runs  in  the  three  innings  wins  the  game. 


B.  Folk  Dances 

NOTE.  Read  the  section  on  "  The  Value  of  Rhythmic  Exercises,  Singing  Games, 
and  Folk  Dances,"  page  20. 

The  music  for  these  dances  should  be  furnished  in  special  folders. 

Graphophone  records  for  most  of  these  dances  have  been  made  and  should  be 
secured  by  the  schools  which  have  graphophones. 

Rehearse  the  preparatory  formations,  exercises,  and  courtesies  given  in  that  chap- 
ter and  use  the  formations  given  in  the  diagrams  and  in  the  key  to  folk  dance 
illustrations. 

Practice  every  dance  until  all  the  children  can  dance  it  without  special  mental 
efforts,  i.e.,  until  they  execute  steps  and  figures  subconsciously.  This  will  insure 
wholesome  exercise  and  real  recreation. 

THE  EDUCATIONAL  VALUE  DURING  ADOLESCENCE 

On  account  of  the  rapid  growth  of  sex  consciousness  during  pre-adolescence  and 
the  adolescent  period  it  is  particularly  to  be  desired  that  we  use  these  rhythmic  exer- 
cises, which  stimulate  cooperative  movements,  for  the  purpose  of  developing  self- 
respect.  This  will  come  if  we  develop  a  mutual  high  regard  for  the  ether  sex. 

There  are  innumerable  opportunities  for  observing  discourteous  or  too  familiar 
talk  and  actions  during  these  exercises,  which  can  be  used  for  general  and  for  indi- 
vidual advice.  If  we  believe  in  coeducation  we  must  aim  to  develop  a  sacred  regard, 
a  true  knight's  respect  of  the  boy  for  another  boy's  sister.  Our  girls  also  must  be 
taught  that  nothing  will  make  a  boy  respect  her  more  than  her  own  maidenly  self- 
respect,  which  demands  at  all  times  chivalrous  and  respectful  talk  and  actions. 

If  we  make  use  of  the  dance  in  this  spirit  and  with  these  ideals  constantly  in  mind 
it  may  easily  become  a  great  force  in  promoting  morality. 

There  is  no  time  better  suited  for  teaching  self-regard  and  mutual  respect  be- 
tween boys  and  girls  than  the  period  in  their  lives  which  precedes  maturity. 

I.    OLD  RUSTIC  DANCE 

Formation  No.  12.   Boys  on  left  side  of  girls,  like  No.  2  or  No.  18 
THE  DANCE 

Part  i.  Measure  I.  Starting  with  the  right  foot,  take  slide  to  right; 
then  feet  together  with  left  foot  slightly  behind  right  foot ; 
then  step  sideways  right  with  right  foot ;  hop  and  swing  left 
foot  in  front  and  across  right  leg. 

Measure  2.    Repeat  same  to  left,  starting  with  left  foot. 
Measures  3-8.    Repeat  alternately. 


Part  2.  a.  Two  measures.  Partners  facing  each  other  (see  No.  16), 
repeat  above  steps,  each  partner  going  once  to  right  and  once 
to  left. 

In  going  to  the  right  each  partner  swings  the  right  arm  side- 
ways and  the  left  arm  across  the  chest;  in  going  to  the  left 
they  swing  the  left  arm  sideways  and  the  right  arm  across 
the  chest. 

b.  Two  measures.    Partners  join  right  hands  and  with  swinging 
of  left  arms  sideways  and  obliquely  upwards  they  step  and 
hop  —  left,  right,  left,  right  —  around  partner  (see  No.  6). 

c.  Two  measures.    Repeat  a.     (Partners  have  changed  places.) 

d.  Two  measures.    Repeat  b.    Partners  finish  in  first  formation 
(No.  12),  boys  on  left  side  of  girls  (No.  2). 

NOTE.  Except  during  Part  2,  b  and  d,  the  movements  are  somewhat  slow  and  dig- 
nified. The  bodies  should  be  alternately  inclined  sideways. 

During  Part  2,  b  and  d,  the  step  —  hop  should  be  vigorous  and  heads  and  chests 
should  be  well  raised. 

2.    SCHOTTISCHE  (Variation) 

Formation  No.  12  or  No.  14.    Couples  by  height.    Position  No.  2 
THE  STEP 

The  step  is  the  regulation  schottische  step,  but  with  a  more  decided 
swing  of  the  free  leg  across  the  other  leg.  When  one  leg  swings  across 
the  other  leg  it  should  be  nicely  extended  at  the  knee  and  ankle  and  the  toes 
should  be  nicely  pointed  downwards.  When  the  free  leg  swings  across 
the  other  leg  the  movement  is  accompanied  by  a  hop  with  the  other  foot. 

THE  DANCE 

1.  Step  forwards  with  left  foot  and  extend  right  leg  across  left  leg. 

2.  Step  forwards  with  right  foot  and  extend  left  leg  across  right  leg. 

3.  All  three  steps  backwards,  starting  with  left  foot,  and  at  close  of 
third  step  bring  right  foot  to  fundamental  position. 

4.  Step  with  left  foot  one  step  to  left,  place  right  foot  behind  left  foot, 
and  bend  knees  (courtesy). 

5.  Step  with  right  foot  to  right,  place  left  foot  behind  right  foot,  and 
bend  knees  (courtesy). 

6.  Girl  pirouettes  under  boy's  right  arm  and  her  own  left  arm. 

7.  Step  one  step  forwards  and  outwards  with  right  foot  and  hop  three 
times  on  right  foot  with  left  leg  extended  backwards. 

8.  Step  one  step  forwards  and  outwards  with  left  foot  and  hop  three 
times  on  left  foot  with  right  leg  extended  backwards. 

9.  Step  with  right  foot  to  right,  place  left  foot  behind  right  foot,  and 
bend  knees  (courtesy). 

10.  Step  with  left  foot  to  left,  place  right  foot  behind  left  foot,  and 
bend  knees  (courtesy). 

11.  Boy  pirouettes  under  girl's  left  arm  and  his  own  right  arm. 


3.    KRAKOVIAK 
Formation  No.  15  or  No.  13,  i.e.,  partners  facing,  hands  at  waist 

THE  DANCE 

Part  I.  a.  Four  measures.  Hop  on  left  foot  and  with  decided  half  turn 
to  right  polka  right  (one  measure),  the  partners  going  in 
opposite  directions.  (See  figure  No.  13  arrows  for  directions.) 
Continuing  in  opposite  directions,  hop  on  right  foot  and  with 
decided  turn  to  left  polka  right.  (One  measure.) 
Repeat  all,  continuing  in  same  directions. 

b.  Four  measures.    Repeat  all  of  a,  going  in  "  return  "  direction 
and  finishing  opposite  partner. 

Part  2.  a.  Two  measures.  With  hands  on  hips  lunge  forwards  with  the 
right  leg  with  a  vigorous  movement,  and  while  lunging  twist 
the  shoulders  sharply  to  left  and  the  head  to  right  (one  meas- 
ure) ;  at  the  finish  of  the  lunge  partners  should  be  "  back  to 
back." 

Repeat  lunge  with  the  left  leg,  twisting  the  shoulders  to  right 
and  the  head  to  left.  (One  measure.) 

b.  Two  measures.    Partners  hook  right  arms  and  with  two  polka 
steps,  starting  with  right  foot,  they  change  places,  going  left. 
(See  figure  No.  6.) 

c.  Two  measures.    Repeat  a,  starting  lunge  with  the  left  leg. 

d.  Sixteen  measures.     Repeat  b}  hooking  left  arms;    partners 
return  right.    (See  figure  No.  7.)    The  partners  do  not,  how- 
ever, return  quite  back  to  their  original  places.    They  return 
only  halfway  back.    This  leaves  all  the  couples  back  to  back 
in  one  line. 

If,  for  instance,  looking  at  figure  No.  16,  the  boys  face  south 
and  the  girls  north  at  the  end  of  d,  the  boys  should  face  east 
and  the  girls  west. 

Parts  3  and  4.  Sixteen  Measures.  Repeat  parts  i  and  2  in  this  new  for- 
mation, partners  facing  east  and  west.  Partners  now  dance 
in  opposite  directions  —  boys  south  and  girls  north,  etc. 

Part  5.         Formation  again  as  in  Part  I. 

a.  Four  measures.    All  give  ten  glissades  to  right,  partners  going 
in  opposite  directions,  i.e.,  east  and  west,  and  three  stamps, 
left,  right,  left. 

b.  Four  measures.    All  give  ten  glissades  in  "  return  "  direction, 
which  brings  partners  again  face  to  face,  and  three  stamps, 
left,  right,  left. 

Part  6.  Repeat  Part  2,  a,  b,  c,  and  d.  At  end  of  this  part  the  couple 
are  again  back  to  back,  i,e.,  partners  facing  east  and  west. 

Part  7.        Repeat  Part  5,  a  and  b,  but  glissade  north  and  south. 

Part  8.  Repeat  Part  2,  a,  b,  c,  and  d,  finishing  dance  in  original 
formation. 

90 


NOTE.  During  glissades  to  right  the  right  arm  should  be  extended  diagonally 
sideways  upwards  and  the  left  hands  held  on  hips.  During  glissades  to  left  the  left 
arms  should  be  extended  diagonally  sideways  upwards  and  the  right  hands  held  on 
hips.  The  head  "  looks  up  "  in  direction  of  extended  arm.  The  whole  dance  must 
be  executed  with  snappy  movements  and  with  fine  poise  of  head  and  trunk. 

4.    GATHERING  PEASECODS 

Formation  No.  12.    Boys  on  left  side  of  girls.    Not  more  than  six  couples 

in  one  circle 
DANCE  STEPS 

No  fancy  steps  are  required.  The  children  should  be  taught  to  step 
lightly  and  gracefully.  When  not  holding  hands  in  a  circle  the  arms 
should  be  allowed  to  hang  and  move  naturally.  A  graceful,  fine,  upright 
poise  is  important. 

When  all,  or  when  boys  or  girls  alone,  slide  around  in  the  circle,  it  is 
very  important  that  dancers  observe  a  perfect  circle. 

NOTE.  The  change  of  boys'  and  girls'  activities  must  come  sharply  with  the  meas- 
ures of  the  music.  With  the  introduction  of  the  music  the  partners  bow  to  each  other. 

THE  DANCE 

The  dance  has  three  different  parts.  These  consist  of  very  simple  fig- 
ures. Each  part  has  a  chorus,  which  is  the  same  in  all  three  parts. 

Part  I.    Circling.    All  join  hands  for  a  ring. 

a.  All  dance  eight  slips  to  left. 

b.  All  turn  single  (right).     (Each  dancer  turns  around  in  his  or 
her  own  position.) 

c.  All  dance  eight  slips  to  right. 

d.  All  turn  single. 
CHORUS 

a.  Boys  step  into  circle,  join  hands,  and  dance  twelve  slips  left  around 
and  back  to  their  places.  % 

b.  Girls  do  the  same. 

c.  Boys  skip  forwards  and  clap  hands  above  heads  on  third  measure 
and  return  to  places. 

d.  Girls  do  the  same. 

e.  Boys  repeat  the  same. 
/.    All  turn  single. 

g.    Repeat  c,  d,  e,  and  f. 

Part  2.    Siding. 

a.  Boys  and  girls  face  each  other  on  the  circle.    Each  walks  for- 
wards three  steps,  passing  partner  with  left  side,  turns  right 
about,  and  walks  back  to  place. 

b.  All  turn  single. 

c.  Like  a. 

d.  Like  b. 

e.  Repeat  the  chorus. 

Part  3.    Arming. 

a.  Partners  hook  right  arms  and  walk  once  around  each  other. 


b.  All  turn  single. 

c.  Partners  hook  left  arms  and  walk  left  around  each  other. 

d.  All  turn  single. 

e.  Repeat  the  chorus. 

At  the  end  of  the  last  chorus  boys  and  girls  drop  4  a  little 
courtesy  to  each  other. 

5.    THE  HATTER 
Formation,  couples  like  No.  10 

Four  couples  to  a  set  in  quadrille  formation,  i.e.,  one  couple  in  the 
middle  of  each  side  of  a  square.  All  face  towards  center. 

STEPS 
Hop  step  in  circling,  etc.    Buzz  step  when  swinging  partner. 

FIGURES 

There  are  nine  figures.  Each  figure  takes  forty-eight  measures  and 
is  divided  into  three  parts  —  a,  b,  and  c.  Each  part  takes  sixteen  measures. 
Part  a  of  each  figure  changes,  but  parts  b  and  c  are  always  the  same. 

Figure  I.    a.  Measures  1-8,  and  repeat.    All  couples,  joining  hands  side- 
ways and  forming  a  ring,  hop  step  to  left.     This  should 
bring  them  back  to  their  respective  places. 
b.  Measures  9—16,  and   repeat.     All  release  hands,  partners 
face  each  other  and  give  three  stamps  —  left,  right,  left  — 
then  three  claps  of  hands  with  slight  inclination  of  head. 
Repeat  stamps  and  claps  with  own  partner. 
Partners  turn  about  (turning  inwards,  i.e.,  until  each  faces 
one  partner  of  the  neighboring  couples). 
Repeat  twice  three  stamps  and  three  claps. 

*  c.  Measures  17-24,  and  repeat.  Grand  right  and  left  once 
around  the  circle.  Start  this  with  right  hand  of  partner, 
boys  going  to  right  and  girls  going  to  left,  until  all  arrive 
back  in  their  original  places.  (See  figure  No.  13  for  direc- 
tions. Use  one  measure  for  each  hand.) 

Figure  II.    a.  Partners  in  social  dancehold  buzz  step  around  each  other 

in  place. 
b  and  c.  As  before. 

Figures  III,  V,  and  VII.    a.  Sixteen  measures.     Girls  form  a  ring  with 

waisthold  and  hop  step  left  around  the  circle 
and  back  to  their  places. 
b  and  c.  Always  the  same. 

Figures  IV,  VI,  and  VIII.    a.  Sixteen  measures.    Boys  form  a  ring  with 

waisthold  and  hop  step  left  around  the  circle 
and  back  to  their  places. 
b  and  c.  Always  the  same. 
92 


Figure  IX.    a.  Like  figure  I. 

b.  The  same  as  before. 

c.  Partners  in  social  dajncehold  buzz  step  around  each  other 

in  place. 

NOTE.    The  hop  step  should  be  light  and  swift. 

During  the  buzz  step  the  outer  edges  of  the  right  feet  of  the  partners  must  be 
close  together;  the  left  feet  are  sideways  and  with  heels  slightly  raised;  they  ad- 
vance only  short  steps. 

C.  Formal  Gymnastics 

NOTE.  Read  the  section  on  Value  of  Formal  Exercises,  page  54;  also  General 
Instructions,  page  55;  The  Fundamental  Standing  Position,  page  56;  Change  of 
Front  of  Pupils,  page  56;  Spinal  Exercises,  page  57;  Breathing  Exercises,  page  57; 
Balance  Exercises,  page  57 ;  Foot  Placing,  page  57. 

Read  also  the  section  on  Commands,- page  58,  and  General  Directions  for  Group 
III,  page  64. 

The  commands  to  be  used  are  given  in  quotations,  and  the  execution  is  given 
below  the  command. 

Where  the  execution  has  been  previously  explained,  only  new  points  now  needed 
are  given.  If  no  instructions  for  execution  of  exercises  are  given,  teachers  may 
find  needed  instructions  in  the  sample  drills  outlined  for  Group  II. 

The  two  features  to  be  emphasized  in  the  formal  exercises  for  Group  III  are 
accurate  response  and  instant  reactions  to  commands. 

The  pause  between  the  two  parts  of  the  command  should  gradually  be  shortened, 
since  it  forces  the  children  to  "  think  out "  motor  problems  more  quickly,  thereby 
giving  the  teacher  an  opportunity  to  detect  those  pupils  who  do  not  think  for  them- 
selves. 

Our  formal  exercises  are  still  few  and  only  a  few  minutes  are  to  be  used.  We 
must  therefore  try  and  make  these  exercises  valuable  in  their  neuromuscular  aspect 

It  should  be  understood  that  the  pupils  must  be  brought  to  the  official  class  for- 
mation for  exercises  during  the  warming-up  period.  See  diagrams  and  section  on 
Typical  Warming-Up  Period  on  page  8,  etc. 

Only  the  sex  division  formation  is  to  be  used  during  formal  exercises. 

Order  of  Exercises  and  their  Aim 

No.  I.    Order  Exercises. 

Simple  coordinations  and  evolutions,  such  as  facings  and  foot  placings 
in  different  directions.  They  promote  accurate  thinking  out  and  quick 
response.  They  should  also  test  the  well-balanced  poise  of  the  body  on 
account  of  the  quick  change  of  the  feet  in  different  directions. 

No.  2.    Spinal  Exercises. 

For  straightening  the  anterior-posterior  curves  of  the  spine  by  exercis- 
ing the  muscles  which  have  been  weakened  by  excessive  curving  for- 
wards in  sedentary  work,  thereby  aiming  to  develop  the  habit  of  an 
erect  carriage  of  trunk  and  head. 

No.  3.    Shoulder  Exercises. 

For  strengthening  the  retractor  muscles  of  the  shoulders  and  the  adduc- 
tors of  the  shoulder  blades,  thereby  widening  the  space  between  the 
front  of  the  shoulders. 

No.  4.    Chest  Exercises. 

For  enlarging  the  chest  cavity,  i.e.,  for  deepening  the  ante-posterior  as 
well  as  the  lateral  diameter  of  the  chest. 

These  exercises  affect  equally  well  the  important  muscles  and  joints  of 
the  arms. 

93 


No.  5.   Balance  Exercises. 

For  strengthening  volitional  control  over  the  whole  body  and,  by  de- 
manding an  increased  sustained  effort  in  difficult  poses,  stimulating  the 
coenesthetic  sense. 

No.  6.   Alternate  Side  Exercises. 

For  strengthening  the  waist  muscles  and  for  exercising  spinal  and  hip 
articulations. 

No.  7.    Back  Exercises. 

For  strengthening  the  erector  muscles  of  the  trunk. 

No.  8.   Abdominal  Exercises. 

For  strengthening  the  abdominal  muscles  and  for  promoting  intra- 
abdominal  circulation  of  blood  and  lymph,  thereby  causing  an  im- 
proved physiological  tone  of  the  organs  situated  in  the  trunk  and  the 
pelvis. 

No.  9.   General  Exercises. 

These  may  be  jumping  exercises  or  applied  gymnastics.  Since  we  de- 
vote a  special  period  to  games  and  dances  we  shall  here  practice  only  a 
series  of  jumping  exercises. 

All  these  exercises  are  intended  to  improve  not  only  the  strength  and 
control  of  the  big  muscles  of  the  whole  body,  but  also  the  vital  effi- 
ciency of  heart  and  lungs. 

Sample  Lessons 
FIRST    LESSON 

NOTE.    Each  exercise  is  to  be  preceded  by  the  command  "  at-tention,"  upon  which 
the  pupils  assume  the  fundamental  standing  position. 

Commands  and  their  Execution 

No.  i.   a.  "  At-tention." 

b.  "At  — ease." 

The  left  foot  is  moved  about  a  foot  sideways  left.  Pupils  should  relax 
somewhat  from  the  forced  position  assumed  during  "  attention." 

c.  "At-tention." 

d.  "  Hips  —  firm." 

e.  "Neck  — firm." 

/.  "  Left  foot  sideways  —  place." 

g.  "  Re-place." 

h.  "  Right  foot  sideways  —  place." 

».  "Re-place." 

;'.  "Alternate  foot  placing  sideways  in  series  —  start." 

See  to  it  that  the  weight  of  the  body  is  transferred  with  every  foot 
placing  in  either  direction.  This  instant  adjustment  is  important. 

k.  "Class  — halt." 

Give  the  command  "  halt "  when  feet  come  together. 
/.  "At  — ease." 
No.  2.   a.  "  With  neck  firm  and  left  foot  forwards  —  place." 

"Neck  —  firm"  explained.  This  is  the  preparatory  position  for  the 
spinal  exercise.  Weight  must  be  equally  distributed  over  both  feet. 

b.  "  With  deep  breathing  head  backwards  —  bend." 

Keep  chin  well  pulled  in  during  the  backward  pressing  of  the  head. 
94 


Deep  and  rather  quick  inhalation  must  accompany  the  movement  of  the 
head.    The  shoulder  girdle  and  the  elbows  should  also  be  pressed  back. 
Under  no  condition  allow  the  lower  part  of  the  back  (lumbar  curve  of 
the  spine)  to  curve  more  during  this  exercise. 
The  movement  is  to  be  localized  in  the  upper  part  of  the  spine. 

c.  "  Head  —  raise.'; 

d.  "  Head  backwards  —  bend." 

e.  "  Head  —  raise." 

/.  "  Feet  —  change." 

The  left  foot  returns  to  fundamental  position  upon  "  one,"  and  the  right 
foot  is  placed  forwards  upon  "  two." 

g.  "  Head  backwards  —  bend." 

h.  "  Head  —  raise." 

i.  "  Head  backwards  —  bend." 

;.  "  Head  —  raise." 

k.  "  Right  foot  re-place." 

/.  "Trunk  forwards  —  bend." 

This  movement  should  be  made  at  the  hips  only.  The  back  should  re- 
main fiat,  the  head  normal,  and  the  chin  in. 

m.  "  Trunk  —  raise." 

n.  "  Po-sition." 

o.  "At  — ease." 

No.  3.   a.  "  Arms  forwards  —  bend." 

See  Group  II,  First  Lesson,  No.  2,  a. 

b.  "  With  sideways  flinging  of  arms,  left  foot  forwards  —  place." 

For  side  flinging  see  First  Lesson,  No.  2,  b.  Foot  placing  forwards 
either  right  or  left  is  called  walk  standing  position.  In  all  walk  stand- 
ing positions  the  weight  of  the  body  should  be  equally  distributed  over 
both  feet. 

c.  "  With  forward  bending  of  arms,  left  foot  re-place." 

Return  to  a. 

d.  "  With  sideways  flinging  of  arms,  right  foot  forwards  —  place." 

Same  as  b,  only  with  the  right  foot. 

e.  "  With  forward  bending  of  arms,  right  foot  re-place." 

Return  to  a. 

f.  Repeat  b,  c,  d,  and  e  with  same  commands. 

g.  "  The  same,  with  alternate  foot  placing  forwards,  in  series  —  start" 
h.  "Class  — halt." 

t.  "  Po-sition." 
j.  "At  — ease." 

No.  4.   a.  "  Arms  upwards  —  bend." 

See  Group  II,  First  Lesson,  No.  3,  a. 

b.  "  Arms  upwards  and  sideways  —  stretch." 

Stretch  first  upwards,  then  come  to  bend,  then  stretch  sideways,  then 
come  to  bend. 

See  Group  II,  First  Lesson,  No.  3,  a  and  b,  and  Second  Lesson,  No.  3, 
a  and  b. 

c.  Repeat  a  and  b  with  separate  commands. 

d.  "  The  same  in  series  —  go." 

Complete  flexion  and  extension  must  be  demanded.  Bring  out  the  sus- 
tained effort. 

e.  "Class  — halt." 

Give  "  halt  "  at  the  moment  when  a  movement  has  been  finished 
/.  "  Po-sition." 
g.  "At  — ease." 

95 


No.  5.    a.  "  Arms  upwards  —  bend." 
Explained. 

b.  "  Left  knee  forwards  —  bend." 

Explained. 

c.  "  Left  leg  backwards  —  stretch." 

With  flexed  knee  the  left  upper  leg  is  first  pressed  well  back,  then  the 
.  left  knee  and  left  ankle  are  thoroughly  extended  backwards. 

d.  "  Left  foot  re-place." 

e.  "  Right  knee  forwards  —  bend." 

Same  as  left  knee. 
/.  "  Right  leg  backwards  —  stretch." 

Same  as  left  leg. 
g.  "  Right  foot  re-place." 

h.  Repeat  b,  c,  d,  e,  f,  and  g  with  separate  commands. 
i.  "  The  same,  alternating  in  series,  in  two  counts ;    execute  on  first  count, 

hold  during  second  count  —  go." 
;.  "  Class  —  halt." 

Give  "  halt  "  when  feet  come  together. 
k.  "  Po-sition." 
/.  "At  — ease." 
No.  6.    a.  "  With  neck  firm,  left  foot  sideways  —  place." 

See  Group  II,  Second  Lesson,  No.  5,  a,  for  neck  firm. 

b.  "Trunk  to  left  — twist." 

In  all  twisting  movements  it  is  necessary  to  lock  the  hip  articulations. 
This  means  that  the  hips  should  be  held  by  both  thighs  firmly  and 
squarely  to  the  front,  while  the  waist  muscles  pull  or  twist  the  trunk  to 
left.  The  shoulders  must  remain  in  a  horizontal  plane,  the  head  at  a 
right  angle  between  the  shoulders,  and  both  shoulders  and  elbows  un- 
changed, i.e.,  as  in  neck  firm. 
The  trunk  should  twist  as  far  as  the  spinal  articulation  will  allow. 

c.  "  Trunk  forwards  —  twist." 

Return  to  a. 

d.  "  Trunk  to  right  —  twist." 

The  same  as  b  and  c,  only  to  the  right. 

e.  "Trunk  forward  —  twist." 

/.  Repeat  b  to  e,  using  separate  commands. 

g.  "  Alternate  side  twisting  of  trunk  in  series;  execute  on  first  count,  hold  on 

second  count  —  go." 

In  this  seried  exercise  form  must  be  observed.  The  alternate  twist 
should  be  vigorous.  Twist  left,  then  forwards,  then  right,  then  for- 
wards, etc. 

h.  "Class  — halt." 

Give  "  halt "  when  pupils  are  squared  forwards. 

*.  "  Po-sition." 

y.  "At  — ease." 

No.  7.    a.  "  With  neck  firm,  left  foot  sideways  —  place." 
Explained. 

b.  "  Trunk  forwards  downwards  —  bend." 

Keep  backs  absolutely  flat,  relax  hip-leg  articulations,  keep  chin  in. 

c.  "  Trunk  —  raise." 

Return  to  a. 

d.  Repeat  b  and  c  with  separate  commands. 

e.  "  The  same  in  series  —  start." 

The  movements  should  be  steady  and  completely  downwards,  yet  care 
must  be  taken  to  keep  backs  flat. 


/.  "Class  — halt." 

Give  "  halt  "  when  trunks  are  raised. 
g.  "  Arms  and  left  foot  re-place." 
h.  "At  — ease." 
No.  8.   a.  "Hips  — firm." 

Explained. 

b.  "Left  knee  forwards  upwards  —  bend?' 

See  Group  II,  Second  Lesson,  No.  4,  b.  Pupils  should  try  to  raise  knee 
above  hip  joint. 

c.  "  Re-place." 

d.  "  Right  knee  forwards  —  bend." 

e.  "  Re-place." 

/.  "  Alternate  upward  bending  of  knees  in  series  —  go." 

In  smart  march  rhythm.  Emphasis  each  time  on  the  upward  pull  of 
knees,  coming  down  softly,  i.e.,  without  stamping  foot  on  floor. 

g.  "  Class  —  halt." 

Give  "  halt "  when  both  feet  are  down. 

h.  "  Po-sition." 

i.  "  At  —  ease." 
No.  9.   a.  "  Hips  —  firm." 
Explained. 

b.  "  Left  foot  on  tiptoes  sideways  —  place." 

With  the  weight  of  the  body  changing  over  the  right  foot,  the  left  leg  is 
raised  sideways  until  it  rests  lightly  on  the  extended  toes.  The  ankle 
must  be  nicely  extended. 

c.  "  With  a  jump  feet  —  change." 

While  the  left  leg  is  snapped  back  and  the  left  foot  is  brought  to  posi- 
tion, the  right  leg  is  extended  sideways  right  until  it  rests  only  on  the 
extended  toes.  The  weight  of  the  body  is  now  over  the  left  foot. 

d.  "  With  a  jump  feet  —  change." 

The  same,  only  reverse. 

e.  "  The  same  in  series  —  go." 

When  done  in  series  the  heels  are  not  put  down,  but  the  exercise  is 

continued  with  raised  heels. 
/.  "Class  — halt." 

Give  "  halt "  on  either  foot  and  allow  two  counts.    On  second  count  the 

pupils  finish  in  position  like  b,  or  c,  i.e.,  with  one  leg  extended  sideways. 
g.  "  Po-sition." 
h.  "  At  —  ease." 
*.  "  Ready  to  sit  —  one  —  two." 
» 

SECOND    LESSON 

NOTE.    Each  exercise  is  to  be  taken  from  the  fundamental  standing  position,  which 
pupils  assume  upon  the  command  "  at-tention." 

No.  I.   a.  "  At-tention." 

b.  "Hips  — firm." 

c.  ."  Arms  upwards  —  bend." 

d.  "Neck  — firm." 

e.  "  Arms  upwards  —  bend." 

/.  "Left  foot  sideways  —  place." 

g.  "  Heels  —  raise." 

In  heel  raising  it  is  important  that  the  heels  are  raised  to  maximum 
height.  Heels  may  be  allowed  to  spread  during  the  movement. 

97 


h.  "  Heels  —  sink." 
i.  "  Left  foot  re-place." 
;.  "  Right  foot  sideways  —  place." 
*.  "Heels  — raise." 
/.  "Heels  — sink." 
m.  "  Right  foot  re-place."     . 

n.  "  Alternate  foot  placing  sideways,  alternating  with  heel  raising  and  sink- 
ing, in  series  —  go." 

Observe  weight  and  poise  of  body  and  accurate  lateral  line  placing  of 
feet.  Sustain  efforts ! 

0.  "  Class  —  halt." 

Give  "  halt "  when  heels  are  together. 
p.  "Po-sition." 
q.  "At  — ease." 

No.  2.   a.  "  With  upwards  bending  of  arms,  left  foot  sideways  —  place." 
Explained. 

b.  "  With  deep  breathing,  trunk  backwards  —  bend." 

The  term  "trunk  backwards  —  bend"  is  now  purposely  introduced. 
The  tendency  of  the  children  will  be  to*  bend  in  lower  part  (lumbar 
region)  of  spine.  This  should  never  be  allowed.  The  movement  should 
involve^only  a  straightening  of  the  spine.  It  is  executed  as  follows : 
Pupils  inhale  deeply  and  quickly,  then  pull  chin  in  and  press  head  back 
against  their  collars.  The  shoulder  girdle  is  also  pressed  backwards. 

c.  "  Trunk  —  raise." 

d.  Repeat  commands  b  and  c  three  times. 

e.  "Trunk  forwards  downwards  —  bend." 

Explained  in  previous  lesson,  No.  2,  /. 
/.  "  Trunk  —  raise." 
g.  "  Po-sition." 
h.  "At  — ease." 

No.  3.    a.  "  Neck  —  firm." 

b.  "With  upward  bending  of  arms,  left  foot  forwards  —  place." 

c.  "  With  neck  firm,  left  foot  re-place." 

See  to  it  that  good  form  in  neck  firm  is  well  brought  out. 

d.  "  With  upward  bending  of  arms,  right  foot  forwards  —  place." 

e.  "  With  neck  firm,  right  foot  re-place." 

/.  "  With  alternate  upward  bending  of  arms  and  neck,  firm,  alternate  foot 

placing  forwards,  in  series  —  go." 

The  exercises  b,  c,  d,  and  e  are  now  repeated  in  series ;  in  other  wonds, 
no  separate  commands  for  each  movement  are  now  employed. 

g.  "  Class  —  halt." 

Give  "  halt "  when  pupils  are  in  position  a. 

h.  "  Po-sition." 

1.  "At  — ease." 

No.  4.   a.  "  Arms  upwards  —  bend." 
Explained. 

b.  "  Arms  sideways  —  stretch." 

c.  "  Arms  upwards  —  bend." 

d.  "  Arms  downwards  —  stretch." 

In  downwards  stretching  the  movement  should  be  as  perpendicular  as 
possible.  The  extension  of  hands  and  wrists  should  somewhat  precede 
the  extension  of  the  elbows. 

98 


e.  Repeat  a,  b,  c,  and  d  with  the  same  commands. 

/.  "  Arms  stretching  sideways  and  downwards  in  series  —  go." 

The  "  and  "  is  always  used  to  indicate  that  the  directions  are  to  be  exe- 
cuted first  one  and  then  the  other,  i.e.,  alternately. 

g.  "Class  — halt." 

The  "  halt "  may  be  given  at  the  end  of  any  of  these  movements. 

h.  "  Po-sition." 

May  not  be  needed  if  arms  are  in  fundamental  position  when  "  halt "  is 
given. 

*.  "At  — ease." 

No.  5.   a.  "Neck  — firm.'" 

b.  "  Left  knee  forwards  —  bend." 

Explained  in  previous  lesson,  No.  5,  b. 

c.  "  Left  leg  backwards  —  stretch." 

Explained  in  previous  lesson,  No.  5,  c. 

d.  "  Po-sition." 

*.  "Neck  — firm." 

/.  "  Right  knee  forwards  —  bend." 

g.  "  Right  leg  backwards  —  stretch." 

h.  "  Po-sition." 

t.  Repeat  commands  a  to  h. 

j.  "  At  —  ease." 

No.  6.    a.  "  With  upward  bending  of  arms,  right  foot  sideways  —  place." 
Explained. 

b.  "  Trunk  to  left  — twist." 

See  previous  lesson,  No.  6,  b. 

c.  "  Trunk  forwards  —  twist." 

d.  "  Trunk  to  right  —  twist." 

e.  "  Trunk  forwards  —  twist." 

/.  "  Alternate  side  twisting  of  trunk  in  series ;  execute  on  first  count,  hold  on 
second  count  —  go." 

See  previous  lesson,  No.  6,  g.    "  Holding "  is  explained  in  the  Third 

Lesson,  No.  5,  b. 
g.  "  Class  —  halt." 

Give  "  halt "  at  end  of  second  count  of  "  forward  twist" 
h.  "  Po-sition." 
i.  "At  — ease." 
No.  7.   a.  "  With  upward  bending  of  arms,  left  foot  forwards  —  place." 

Explained. 

b.  "  Trunk  forwards  downwards  —  bend." 

See  previous  lesson,  No.  7,  b. 

c.  "  Trunk  —  raise." 

Bend  forwards  without  allowing  twist  in  the  hips. 

d.  "  Feet  —  change." 

e.  "  Trunk  forwards  downwards  —  bend." 
/.  "Trunk  — raise." 

g.  "  Po-sition." 

h.  Repeat  a  to  g,  with  separate  commands. 
t.  "At  — ease." 
No.  8.    a.  "Neck  — firm." 

b.  "  Left  knee  upwards  —  bend." 

Explained  in  previous  lesson,  No.  8,  b.    Insist  upon  high  bending. 

99 


c.  "  Left  foot  re-place." 

d.  "  Right  knee  upwards  —  bend." 

e.  "  Right  foot  re-place." 

/.  "  Alternate  upward  bending  of  knees  in  series  —  go." 

See  previous  lesson,  No.  8,  /. 
g.  "  Class  —  halt." 

Give  "  halt  "  on  fundamental  position. 
h.  "  Po-sition." 
im  "At  — ease." 
No.  9.   a.  "  Hips  —  firm." 

b.  "  Preparation  for  jump,  in  series  —  go." 

This  is  done  in  four  counts.  Upon  "  one  "  both  heels  are  raised  quickly 
as  high  as  possible,  and  upon  "  two  "  both  knees  are  quickly  bent  at 
right  angles.  Upon  "  three  "  both  knees  are  slowly  stretched,  and  upon 
"  four  "  both  heels  are  softly  lowered. 

c.  "Class  — halt." 

Give  "  halt "  when  fourth  count  has  been  completed. 

d.  "  Po-sition." 

e.  "At  — ease." 

/.  "  Ready  to  sit  —  two." 

THIRD    LESSON 

NOTE.    Each  exercise  is  to  be  taken  from  the  fundamental  standing  position,  which 
the  pupils  assume  upon  the  command  "  At-tention." 

No.  i.    a.  "  At-tention." 

b.  "Neck  — firm." 

c.  "  Arms  upwards  —  bend." 

d.  "  Neck  —  firm." 

e.  "  Heels  —  raise." 
/.  "-Knees  — bend." 

Knees  should  be  turned  outwards,  i.e.,  spread  well  apart  and  bent  at 

right  angles.    Insist  upon  the  trunk  remaining  perpendicular,  the  head 

back,  and  the  chin  in. 
g.  "  Knees  —  stretch." 
h.  "  Heels  —  sink." 
t.  Repeat  commands  e,  f,  g,  and  h. 
j.  "  Heel  raising  and  knee  bending  in  series  —  go." 

Exercises  e,  f,  g,  and  h  are  now  executed  without  separate  commands. 
k.  "Class  — halt." 

Give  "  halt "  when  fundamental  position  of  legs  and  feet  is  reached. 
/.  "  Po-sition." 
in.  "  At  —  ease." 
No.  2.    a.  "  With  forward  bending  of  arms,  right  foot  sideways  —  place." 

For  forward  bend  see  Group  II,  First  Lesson,  No.  2,  a. 
b.  "  Trunk  backwards  —  bend." 

See  previous  lesson,  No.  2,  b. 

d.  "  Trunk  —  raise." 

e.  Repeat  b  and  d  three  times. 

/.  "  Trunk  forwards  downwards  —  bend." 
g.  "  Trunk  —  raise." 
h.  "  Po-sition." 
t.  "At  — ease." 

100 


No.  3.   o.  "  With  neck  firm,  left  foot  forwards  —  place." 
Explained. 

b.  "  With  upwards  bending  of  arms,  heels  —  raise." 

Do  not  allow  the  tendency  to  shift  the  weight  of  the  body  to  prevail 
during  heel  raising  and  do  not  allow  "  sagging  "of  spine  in  lower  back 
during  arms  bending. 

c.  "With  neck  firm,  heels  — sink." 

d.  Repeat  b  and  c  with  separate  commands. 

e.  "  The  same  in  series  —  go." 
/.  "  Class  —  halt." 

Give  "  halt  "  on  "  heels  —  sink." 
g.  "  Po-sition." 
h.  "At  — ease." 
No.  4.   a.  "  Arms  sideways  and  downwards  —  stretch." 

Arms  "  stretching,"  for  which  the  term  "  extension  "  may  also  be  used, 
involves  always  "  arms  upwards  —  bend  "  on  first  count  and  "  stretch  " 
(any  indicated  direction)  on  second  count.  See  that  in  this  instance  the 
counts  —  one  —  two  —  three  —  four  —  are  well  sustained. 

b.  "  The  same  —  stretch." 

c.  "  The  same  in  series  —  start." 

Continue  the  stretching  exercises  of  a  until  "  halt "  is  given. 

d.  "Class  — halt" 

"  Halt "  may  be  given  at  the  moment  of  completion  of  any  movement. 

e.  "  Class  —  position." 
/.  "At  — ease." 

No.  5.    a.  "Arms  sideways  —  raise." 

Arms  are  raised  sideways  to  shoulder  height,  every  joint  of  the  arms 
and  hands  extended,  and  both  arms  are  slightly  pressed  back. 

b.  "  Alternate  forward  bending  of  knees  with  backward  stretching  of  legs 

in  series ;   execute  on  first  count,  hold  on  second  and  third  counts  — 

go." 

Each  movement  now  requires  three  counts,  i.e.,  the  knees  are  bent  on 
"one"  and  are  held  on  "two"  and  "three."  Then  upon  "one"  the 
left  leg  is  stretched  backwards  and  held  during  "  two  "  and  "  three." 
Then  upon  "  one "  the  foot  is  replaced  and  position  is  held  during 
"  two  "  and  "  three."  The  same  is  repeated  with  the  right  leg.  Then 
movements  alternate  until  "  halt  "  is  given. 

c.  "  Class  —  halt." 

Give  "  halt "  on  third  count,  when  feet  are  in  fundamental  position. 

d.  "  Po-sition." 

e.  "At  — ease." 

No.  6.    a.  "  With  neck  firm,  left  foot  forwards  —  place." 
Explained. 

b.  "  Trunk  to  left  —  twist." 

c.  "  Trunk  forwards  —  twist." 

d.  "  Feet  —  change." 

Explained  in  First  Lesson,  No.  2,  /. 

e.  "  Trunk  to  right  —  twist." 
/.  "  Trunk  forwards  —  twist." 
g.  "  Right  foot  re-place." 

h.  "  Alternate  foot  placing  forwards  with  alternate  twisting  to  left  and  to 

right  —  start." 

The  twisting  to  left  comes  after  the  forward  placing  of  the  left  foot; 
the  twisting  to  right  comes  after  the  forward  placing  of  the  right  foot 

101 


/«  ^:T;'f  Classy  haft." 

^  Grtv««^ba>U°v'  when  feet  are  together. 
;.  "  Po-sition." 
k.  "At  — ease." 

No.  7.    a.  "  With  neck  firm,  alternate  foot  placing  forwards  and  alternate  with  for- 
wards downwards  bending  of  trunk  in  series  —  start." 

The  "  neck  —  firm  "  exercise  is  executed  with  each  foot  placing.  The 
pupils  come  to  fundamental  standing  position  after  each  foot  placing 
and  forward  bending  and  raising  of  trunk. 

b.  "Class  — halt" 

"  Halt "  comes  on  fundamental  position. 

c.  "At  — ease." 

No.  8.   a.  "  Mark  time  with  high  knee  bending  —  march." 

For  knee  bending  see  First  Lesson,  No.  8,  /.     During  knee  bending  the 
arms  should  swing  alternately  forwards  to  about  shoulder  height. 
The  arms  should  not  be  held  too  rigid. 

b.  "Class  — halt" 

After  about  sixteen  counts  give  "  halt "  when  both  feet  are  together. 

c.  "  At  —  ease." 

No.  9.    a.  "  With  hips  firm,  left  foot  on  tiptoes  sideways  —  place." 
See  First  Lesson,  No.  9,  a  and  &. 

b.  "  Spring  jump  in  place  with  alternate  side  flinging  of  legs  —  start" 

See  First  Lesson,  No.  9,  c,  d,  and  e. 

c.  "  Class  — halt" 

Give  "  halt "  when  right  leg  is  sideways  and  stop  on  second  count  with 

left  foot  sideways. 
'd.  "  Po-sition." 
e.  "  At  —  ease." 
/.  "  Ready  to  sit  —  two." 


FOURTH    LESSON 

NOTE.    Each  exercise  is  to  be  taken  from  fundamental  standing  position,  which 
the  pupils  assume  upon  the  command  "  at-tention." 

No.  i.    a.  "  At-tention." 

b.  "  Mark  time  —  mark." 

In  mark  time  hold  the  tip  of  toes  (shoes)  slightly  raised  over  the  spot 
where  they  are  in  fundamental  standing  position.  Push  heels  well  up 
until  ankles  are  well  extended.  Arms  must  be  moved  as  in  marching. 
Mark  time  is  done  in  series. 

c.  "  Class  —  halt" 

Allow  two  counts. 

d.  "  Class  one  step  forwards  —  march." 

All  single  steps  as  well  as  marching  steps  are  started  with  the  left  foot 
It  is  important  that  pupils  are  made  to  take  a  good  long  step  upon 
"  one  "  and  that  upon  "  two  "  they  instantly  adjust  weight  while  they 
bring  right  foot  to  fundamental  standing  position. 

e.  "  Class  one  step  backwards  —  march." 

In  going  backwards  avoid  the  hips  being  pushed  backwards  ahead  of 
the  leg  movement 
/.  Repeat  d  and  e  twice. 

g.  "  Class  two  steps  forwards  —  march." 

102 


Take  first  one  step  forwards  with  left  foot,  then  advance  right  foot  one 
step  in  front  of  left  foot,  then  bring  left  foot  to  fundamental  standing 
position. 

h.  "  Class  two  steps  backwards  —  march." 

Same  as  g,  only  move  feet  backwards  and  observe  poise  of  body. 
i.  Repeat  commands  g  and  h. 
j.  "  At  —  ease." 

No.  2.   o.  "With  forward  bending  of  arms,  left  foot  forwards  —  place." 
Explained. 

b.  "  Trunk  backwards  —  bend." 

Observe  instructions  given  in  Second  Lesson,  No.  2,  c.  On  account  of 
tendency  to  twist  hips  in  walk-standing  position,  see  that  pupils  do 
not  twist  during  this  exercise. 

c.  "  Trunk  —  raise." 

d.  "  Feet  —  change." 

Explained. 

e.  Repeat  commands  b  and  c. 
/.  "  Right  foot  re-place." 

g.  "  Trunk  forwards  downwards  —  bend." 
h.  "  Trunk  —  raise." 
t.  "  Po-sition." 
;.  "At  — ease." 

No.  3.    a.  "  With  neck  firm,  left  foot  forwards  —  place." 
Explained. 

b.  "  With  upward  bending  of  arms,  heels  —  raise." 

See  previous  lesson,  No.  3,  b,  etc. 

c.  "  With  neck  firm,  heels  —  sink." 

d.  "  Po-sition." 

e.  "  With  neck  firm,  right  foot  forwards  —  place." 
/.  "  With  upward  bending  of  arms,  heels  —  raise." 
g.  "  With  neck  firm,  heels  —  sink." 

h.  "  Po-sition." 
i.  "  The  same  in  series  with  alternate  foot  placing  forwards  —  go." 

Pupils  now  execute  exercises  a  to  h  without  separate  commands, 
y.  "  Class  halt." 

Give  "  halt  "  when  body  is  in  position. 
k.  "  At  —  ease." 
No.  4.   a.  "  Arms  sideways,  upwards,  and  downwards  —  stretch." 

The  same  as  in  previous  lesson,  No.  4,  a,  but  with  one  more  direction 

added. 

b.  Repeat  command  a. 

c.  "  The  same  in  series  —  start." 

The  pupils  continue  arms  extension  in  the  given  directions  until  "  halt " 
is  given. 

d.  "Class  — halt." 

See  previous  lesson,  No.  4,  d. 

e.  "At  — ease." 

No.  5.    a.  "  Neck  —  firm." 

Explained. 

b.  "  Alternate  forward  bending  of  knees  with  backward  stretching  of  legs, 
in  three  counts,  holding  on  first  and  second  counts  and  executing  on 
third  count  —  start." 
See  previous  lesson,  No.  5,  b.    This  time  the  movements  are  executed 

103 


on  the  third  count.  After  "  start  "  is  given  pupils  count  "  one  —  two  " 
and  on  "  three  "  they  bend  knees,  etc. 

c.  "Class  — halt." 

Give  "  halt "  when  third  count  is  completed  with  feet  in  fundamental 
position. 

d.  "  Po-sition." 

e.  "At  — ease." 

No.  6.   a.  "  With  neck  firm,  alternate  foot  placing  forwards  and  alternate  with  trunk 
twisting  to  left  or  right  in  series  —  go." 

Explained  in  previous  lesson,  No.  6,  h.  This  time,  however,  combine 
the  foot  placing  with  neck  firm  and  come  to  fundamental  position  every 
time  after  the  forward  twist. 

b.  After  six  repetitions  in  each  direction,  "  class  —  halt." 
Give  "  halt  "  on  fundamental  standing  position. 

No.  7.    a.  "With  a  jump  and  neck  firm,  feet  sideways  —  place." 

The  feet  are  brought  simultaneously  with  a  little  jump  to  stride  position, 
i.e.,  each  foot  moves  sideways  about  one  foot  distant  from  the  median 
line. 

b.  "  Trunk  forward  downwards  —  bend." 

c.  "  Trunk  —  raise." 

d.  "  To  position  —  jump." 

e.  Repeat  a,  b,  c,  and  d  with  separate  commands. 

No.  8.    a.  "  With  sideways  flinging  of  arms,  left  knee  upwards  —  bend." 

In  sideways  flinging  the  arms  are  swiftly  moved  sideways  to  shoulder 
height. 

b.  "  Po-sition." 

c.  "  With  sideways  flinging  of  arms,  right  knee  forwards  —  bend." 

d.  "Po-sition." 

e.  "  The  same  in  series,  alternating  the  knees  —  go." 
/.  "Class  — halt." 

Give  "  halt  "  when  feet  are  together. 
g.  "  At  —  ease." 

No.  9.    a.  "  With  upward  bending  of  arms,  left  foot  on  tiptoes  sideways  —  place." 
Explained  in  previous  lesson,  but  this  time  with  arms  upward  bending. 

b.  "  Double  spring  jump  in  place  with  alternate   side  flinging  of  legs   in 

series  —  go." 

The  side  flinging  of  the  legs  is  the  same  as  in  previous  lesson,  No.  9,  b, 
but  a  double  hop  or  spring  is  executed  before  the  legs  are  alternately 
swung  sideways. 

c.  After  sixteen  counts  "  class  —  halt." 

Give  "  halt "  when  the  right  leg  is  sideways  and  allow  four  counts  to 
come  to  halt.  This  means  finishing  in  position  a. 

d.  "  Class  '• —  position." 

e.  "At  — ease." 

/.  "  Ready  to  sit  —  two." 


104 


GAMES  AND  PLAYS  FOR  THE  DEVELOPMENT  OF  MA- 
NIPULATIVE SKILL,  JUDGMENT,  AND  ATTENTION 
FOR  PRIMARY  AND  GRAMMAR  GRADES  AND  JUN- 
IOR HIGH  SCHOOLS 

This  form  of  play  may  be  called  our  laboratory  method  of  developing 
accurate  and  instant  response  to  direction.  This  may  be  simple  or  com- 
plex and  may  demand  on  the  part  of  each  child  more  or  less  complex 
neuromuscular  adjustment.  It  gives  opportunity  to  observe  and  compare 
individual  mental  powers  and  physical  skill  and  furnishes  innumerable 
variations  for  training  special  skill  and  judgment.  The  eyes  and  ears, 
the  arms  and  legs  are  constantly  exercised  in  diverse  relations.  But  with 
all  this  there  is  constant  opportunity  for  developing  good  postures  during 
physical  application.  The  child,  by  being  suddenly  called  upon  to  go  or 
to  run  to  a  certain  place  and  there  to  execute  a  variety  of  definite  evolu- 
tions with  his  hands,  involving  a  quick  and  finely  balanced  adjustment  of 
trunk  and  leg  movements,  is  not  only  training  mental  powers  such  as 
attention,  memory,  and  judgment,  but  also  acquires  good  bodily  poise. 
This  training  in  a  large  variety  of  exercises  demanding  keen  senses  and 
fine  manipulative  skill,  together  with  quick  adjustment  of  postures,  not 
only  promotes  general  mental  and  physical  efficiency,  but  is  a  greatly 
needed  preparation  for  a  great  variety  of  vocations. 

Many  modern  vocations  not  only  require  accurate  manipulative  skill, 
but  also  speedy  repetitions  of  movements  and  quick  coordinations.  By 
making  many  of  these  plays  competitive  we  prepare  directly  for  modern 
conditions  where  innumerable  new  tools  and  machinery  are  constantly 
being  introduced  and  where  speed  as  well  as  accuracy  forms  an  important 
factor  in  the  earning  capacity  of  the  worker.  We  further  stimulate  by 
these  competitive  methods  individual  as  well  as  group  efforts. 

Competition  unifies  the  mind  of  the  child  by  a  concentration  of  all  his 
physical,  mental,  and  moral  strength  upon  a  given  problem.  Competition 
is  the  element  in  games  which  makes  them  so  pleasurable  to  the  average 
human  being.  It  has  always  been  the  great  driving  force  in  human 
progress.  Individual  competitions  are  especially  characteristic  of  the 
period  of  childhood  from  five  to  thirteen  years  of  age. 

All  games  promote  the  social  feeling  by  the  promotion  of  friendliness. 
This  develops  group  consciousness  and  stimulates  cooperation. 

Here  we  have,  therefore,  a  powerful  agent  for  developing  physical, 
mental,  moral,  and  social  virtues.  Because  we  can  do  this  work  in  in- 
finite variations  and  with  very  simple  and  inexpensive  tools  in  our  school- 
rooms, and  because  we  can  use  the  desk  arrangement  of  lines  and  files 
so  readily  for  individual  and  team  competitions,  we  have  not  only  a  fine 
laboratory  equipment  for  the  development  of  manipulative  skill,  but  also 
a  fundamental  means  of  teaching  games  and  organizations. 

105 


It  is  possible  to  judge  accurately  starts  and  finishes  and  fair  observance 
of  rules  and  regulations. 

We  can  observe  and  stimulate  fair  play,  good  leadership,  and  hearty 
cooperation.  We  can  develop  the  finest  possible  skill  in  building  up  blocks, 
in  setting  up  candle  pins,  in  tossing  the  bean  bag  to  a  target  or  to  a  part- 
ner. Color,  weight,  shape,  and  numbers  of  implements  allow  an  infinite 
variety  of  combinations  which  can  never  become  monotonous. 

To  be  sure  we  cannot  develop  many  of  these  activities  to  such  a  degree 
of  vigorous  physical  exertion  as  they  are  possible  of  execution  outdoors 
or  in  the  gymnasium,  but  they  have  enough  physiological  value  to  be 
called  truly  recreational.  On  account  of  their  attractiveness  for  children 
and  their  great  educational  value  of  developing  skill  and  organization  they 
prove  to  be  a  splendid  means  for  stimulating  the  play  life  of  our  children. 

Many  of  these  exercises  can  be  conducted  in  the  schoolyards  and  our 
playgrounds,  but  a  great  many  require  an  absolutely  level  surface.  If 
level  platforms  are  available  outdoors,  all  these  games  can  be  used  there. 

Play  Implements 

Bean  Bags.  These  should  be  six  inches  square  and  well  sewed  with 
double  seams.  At  least  two  colors  should  be  used.  Red  and  green  are 
well  suited.  Use  one  red  and  one  green  bean  bag  for  each  file. 

Candle  Pins.  Use  regulation  American  candle  pins.  Two  inches  of 
each  end  should  be  painted  —  one  end  red,  the  other  blue.  Use  two  for 
each  team. 

Rope  Quoits.  Use  perfectly  round  and  firmly  woven  ^-inch  rope,  six 
inches  in  outside  diameter.  Use  two  for  each  file. 

Indoor  Baseballs.  These  should  not  be  larger  than  five  inches  in 
diameter.  Use  one  for  each  file. 

Blocks.  These  should  be  5^2  by  2^  by  i^  inches.  There  should  be 
at  least  one  for  each  child  in  the  class. 

Target  Toss.  Use  stiff  cardboards  large  enough  for  a  circle  twenty- 
five  inches  in  diameter,  if  possible,  with  a  one-inch  margin. 

The  target  on  one  side  of  the  board  should  be:  center  circle,  2^ 
inches  radius;  second  circle,  7^  inches  radius;  third  circle,  12^  inches 
radius.  The  center  should  be  marked  100,  the  second  space  75,  the  third 
space  50. 

The  target  on  the  other  side  of  the  board  should  be :  center  circle,  six 
inches  radius ;  second  circle,  twelve  inches  radius.  The  center  field  should 
be  marked  10,  the  second  space  5. 

Rope-Quoit  Pin.  The  cross  should  be  made  of  two  pieces  of  spruce 
twelve  by  two  by  three  inches.  The  pin  is  to  be  twelve  inches  long, 
rounded  at  the  top,  and  inserted  in  the  center  of  the  cross.  The  total 
height  of  the  pin  should  be  twelve  inches. 

General  Directions 

The  right-hand  aisle  of  each  file  should  be  the  playground  or  play  space 
for  the  players  or  the  team  of  each  respective  file. 

If  targets  are  placed  or  if  starting  lines  or  tossing  marks  are  needed, 
they  should  be  in  line  with  the  aisles.  They  -should  always  be  placed  at 

106 


least  eighteen  inches  out  and  in  front  of  the  aisles  and  at  least  twelve 
inches  back  of  the  last  chair. 

In  tossing  games  lines  may  be  drawn  across  the  aisles,  but  they  should 
always  be  in  line  with  the  edge  of  the  desk  nearest  the  chair. 

All  lines  must  be  drawn  by  the  pupils  and  accuracy  must  be  insisted 
upon. 

The  captains  should  sit  in  the  last  desks  and  the  secretaries  or  score 
keepers  in  the  first  desks. 

The  regulation  score  cards  described  elsewhere  are  to  be  used. 

As  a  whole  it  is  best  to  have  first  one  or  two  practices  with  individual 
competitions  and  separate  starting  signals.  After  this  is  fairly  well  done 
there  may  be  team  competitions. 

The  exercises  here  given  are  only  samples.  They  are  arranged  in 
graded  sequence  and  begin  with  exercises  suitable  for  the  lower  grades. 
Some  of  these  simple  plays  are,  however,  also  suitable  for  upper  grades 
when  these  games  are  first  introduced. 

All  directions  should  be  given  in  a  clear  and  well-defined  tone  of  voice. 
Pupils  may  give  the  directions. 

The  method  of  directions  for  plays  should  be  as  follows: 

"  Ready."  Hereupon  all  children  come  to  attention  in  sitting  position. 
They  must  sit  erect  without  leaning  against  the  backs  of  their  chairs. 
Both  hands  should  rest  with  relaxed  wrist  joints  on  the  nearer  corners  of 
the  desks.  The  feet  should  be  close  together  under  the  desks. 

"  Definition."  After  "  ready  "  should  come  the  definition  of  the  exer- 
cise, i.e.,  "  Exchange  the  two  bean  bags  on  the  front  and  rear  desks,  start 
with  the  rear  desk." 

If  the  word  "  and  "  appears  in  the  definition,  Le.,  in  the  verbal  direc- 
tions, indicating  that  several  things  are  to  be  done,  it  should  be  understood 
that  the  work  must  be  executed  in  the  order  in  which  it  is  given,  i.e.,  first 
complete  one  and  then  the  other. 

"  Set  "  and  "  Go."  After  the  definition  give  the  command  "  set."  Then 
announce  the  number  of  the  player  —  "  No.  4"  —  or  give  the  command 
"  go." 

It  is  understood  that  each  player  is  ahvays  to  return  to  his  or  her  desk 
and  assume  the  same  position  as  upon  " ready" 

After  "  go  "  is  given  all  children  who  are  not  executing  the  play  should 
assume  the  position  of  "  at  —  ease  "  in  their  desks,  but  under  no  condition 
should  they  move  either  feet  or  arms  into  the  aisles. 

In  all  plays,  games,  or  relay  races  where  every  player  of  each  team  is 
to  participate  once  or  more  times  only  one  starting  signal  should  be 
given. 

Judging 

All  decisions  must  be  accurate  and  must  be  made  at  once  after  the 
finish  of  each  play.  When  judging  returns  to  seats  or  when  judging 
consecutive  starts  from  desks  during  relay  races  the  judges  should  stand 
in  the  window  aisle.  They  should  always  be  opposite  the  line  of  desks 
where  the  player  finishes.  Only  in  this  way  can  a  judge  see  all  fouls  and 
all  finishes.  The  judging  should  be  done  by  pupils  whenever  possible. 

107 


Fouls 

As  fouls  are  to  be  considered  all  offenses  against  the  definitions,  all 
offenses  against  fair  starts  and  finishes,  all  offenses  against  special  rules 
and  regulations,  also  dropping  of  play  implements,  etc.,  they  should  always 
be  recorded  as  minus  scores. 

Scoring 

Except  in  games  where  point  systems  are  given,  all  scoring  should  be 
by  prizes.  Each  prize  may  be  worth  one  or  more  points.  The  value  of 
prizes  should  be  announced  by  the  teacher  before  the  games  are  started. 

Special  prizes  may  be  offered  for  good  organization,  orderly  play,  good 
management,  accurate  score  keeping,  etc.  See  sections  on  organization 
and  score  cards,  pages  64  and  66. 

Walking  or  Running 

As  a  whole  it  is  safest  to  use  only  walking  in  these  games.  If  children 
have  been  well  trained  and  if  they  wear  sneakers,  it  may  be  feasible  to  use 
running.  In  the  beginning  the  children  become  so  intensive  in  these  com- 
petitions that  it  is  wise  to  avoid  running,  especially  since  most  of  them 
have  hard  soles  on  their  shoes.  Out  of  doors  it  is  a  different  matter. 
There  running  games  may  be  employed  as  soon  as  games  are  introduced, 
especially  if  the  ground  is  level.  But  if  the  children  are  obliged  to  finish 
near  walls,  it  is  best  not  to  use  running  competitions. 

Relay  Races 

In  these  games  it  is  very  important  that  all  starts  and  finishes  are  exe- 
cuted according  to  rule,  i.e.,  that  pupils  start  from  the  fundamental  sitting 
position,  that  they  return  to  this  position,  and  that  they  transmit  the  start- 
ing signal  —  the  tag  or  the  delivery  of  the  object  of  the  relay  message 
(bean  bag,  etc.)  — to  the  next  player  in  exactly  the  manner  indicated  by 
the  definition  which  the  teacher  gave  for  the  conduct  of  the  race. 

Sample :  "  Relay  race,  front  to  rear,  tag  rear  wall,  and  tag  next  desk 
behind  with  right  hand." 

Relay  Passing  Races 

In  these  games  objects  like  bean  bags,  blocks,  rope  quoits,  and  candle 
pins  are  to  be  relayed  up  to  the  other  end  of  the  team  or  up  and  down 
or  five  times  up  and  down,  etc. 

Passing  should  always  mean  delivering  the  object  from  hand  to  hand 
or  from  the  hand  laid  down  on  the  desk,  etc.  It  should  not  mean  tossing 
the  objects  to  the  next  player  or  onto  the  next  desk. 

Relay  Tossing  Races 

Only  bean  bags,  fope  quoits,  indoor  baseballs,  medicine  balls,  or  basket 
balls  may  be  used  in  these  games.  In  tossing  games  the  distance  should 
never  be  shorter  than  five  feet  between  two  adjoining  players.  This  means 
that  all  tosses  should  at  least  cover  a  distance  of  five  feet. 

108 


Tossing  and  Catching  with  Bean  Bags  or  Balls 

Use  accuracy  contests  before  employing  speed  contests. 

Dropping  of  play  implements  are  fouls  and  must  be  recorded  as  minus 
scores. 

Give  instructions  about  tossing  and  catching. 

In  tossing  and  catching  bean  bags  or  balls  the  pupils  should  face  each 
other  squarely. 

In  using  right-hand  overhead  or  underhand  tosses  the  right  foot  should 
be  placed  backwards.  In  left-hand  tosses  the  left  foot  should  be  placed 
backwards. 

In  long-distance  tossing  out  of  doors  the  leg  which  was  back  at  the 
start  of  the  arm  movement  should  "follow  through"  to  a  forward  position. 

In  catching,  both  arms  with  hands  open  should  extend  towards  the 
tosser  and  even  the  trunk  should  bend  slightly  towards  the  tosser.  The 
feet  may  be  spread  apart.  The  eyes  should  be  on  the  object,  i.e.,  the  ball 
or  bean  bag. 

When  the  object  approaches  the  catcher  he  should  adjust  his  poise 
quickly,  keeping  his  arms  and  hands  extended.  When  the  object  reaches 
the  point  between  his  extended  hands  they  should  close  around  the  object 
and  the  arms  should  be  simultaneously  flexed  up  against  the  body. 

Rope-Quoit  Tossing  and  Ringing  without  Pins 

In  tossing  and  ringing  rope  quoits  with  the  right  hand  the  partners 
should  have  their  right  sides  towards  each  other  and  the  feet  should  be 
well  apart. 

The  rope  quoits  should  be  held  loosely  between  the  thumb  and  the  first 
three  fingers. 

In  tossing  with  the  right  arm  draw  the  right  arm,  with  relaxed  wrist 
joint,  across  to  the  left  side  of  the  body,  then  swing  the  arm  to  the  right 
and  extend  it  smartly  towards  the  object  extending  the  wrist  joint 
smartly  at  the  end  of  the  arm  movement  and  releasing  the  rope  quoit 
simultaneously. 

When  using  the  left  hand  all  these  positions  should  be  reversed. 

The  ringer  should  also  have  his  right  side  towards  the  tosser  if  the 
right  arm  is  to  do  the  ringing.  He  should  extend  his  right  arm  straight 
towards  the  tosser  and  with  palm  up  and  fingers  extended  should  press  his 
thumb  and  fingers  together  to  form  a  cone-shaped  point. 

A  ring  should  be  called  fair  only  if  the  rope  quoit  slips  beyond  the  hand 
and  wrist  until  it  rests  around  the  forearm. 

Bowling 

In  bowling  a  ball  in  a  schoolroom  game  it  is  best  to  use  only  indoor 
baseballs  or  two-pound  medicine  balls. 

In  bowling  with  the  right  hand  place  the  right  foot  backwards  a  good- 
sized  step,  draw  the  right  arm  well  behind  the  hips,  bend  the  body  slightly 
over  to  the  right  side,  and  allow  the  arm  to  hang  perpendicularly  down- 
wards with  the  palm  up  and  the  thumb  outwards.  When  the  right  leg 
is  placed  back  the  right  knee  should  be  slightly  bent.  With  the  forward 

109 


swing  of  the  arms  the  body  inclines  well  forwards  and  the  left  knee  bends 
almost  at  right  angles.  The  ball  should  be  released  close  to  the  floor. 
The  back  should  be  kept  flat.  The  movement  is  really  a  backward  lunge 
with  a  change  to  forward  fall  out. 

In  left-hand  bowling  all  the  movements  are  the  same,  except  that  the 
left  arm  and  the  left  leg  do  the  work. 

Tossing  Rope  Quoits  over  Pins 

The  tosser  should  turn  his  right  side  towards  the  pin,  his  right  foot 
should  toe  the  tossing  line,  and  his  left  foot  should  be  placed  a  good-sized 
step  sideways.  The  quoit  is  held  loosely  between  the  thumb  and  three 
fingers  with  the  palm  up. 

In  aiming  the  tosser  should  lean  well  forwards  over  his  right  foot.  He 
should  hold  the  quoit  towards  the  pin  with  extended  arm  and  sight  the 
pin  through  the  inside  of  the  quoit.  The  quoit  should  be  held  at  an  angle 
of  about  forty-five  degrees  to  the  pin. 

After  the  tosser  has  judged  the  distance  he  should  slowly  draw  the 
quoit  across  the  left  side  of  his  waist  by  bringing  the  arm  close  to  his  body. 
He  should  then  heave  his  right  arm  towards  the  pin,  i.e.,  extending  his 
right  elbow  and  releasing  the  quoit  at  the  end  of  the  movement.  The 
movement  should  be  steady  and  not  too  swift,  with  only  a  moderate  wrist 
movement. 

Notes 

All  these  games  are  to  be  either  individual  competitions  between  the  same  num- 
bers of  the  different  teams  or  they  are  to  be  relay  games  or  special  team  games. 

1.  Individual    Competition,      a.   These    games    are    really    number    races.      The 
teacher  gives  her  definition  and  then  calls  the  number  from  each  team  who  is  to  do 
the  exercise. 

b.  The  teacher  may  use  the  same  definition  during  a  whole  lesson.    In  this  case 
she  should  always  announce:    "The  same  —  No.  (?)  — go."    Of  course  each  indi- 
vidual competitor  contributes  either  a  win  or  maybe  a  foul  to  the  score  of  his  team. 

c.  With  beginners  the  teacher  may  also  announce  with  the  definition  which  num- 
ber is  to  do  the  exercise.    This  is  simpler,  because  it  does  not  put  the  whole  class  on 
"  attention." 

2.  Relay  Competition.    In  this  case  the  leader  must  announce  first  "  Relay  race, 
front  to  rear  (rear  to  front)  — go." 

3.  Team  Games.     In  this  case  the  teacher  announces  the  game,  defines  the  num- 
ber of  tosses  per  player,  the  number  of  innings  to  be  played,  the  prizes  if  any,  and 
then  "  captains  —  take  charge." 

In  the  following  sections  we  have  given  many  suggestions  for  the  conduct  of 
these  games.  These  suggestions  may  be  used  as  commands,  i.e.,  definitions. 

The  teachers  and  leaders  may  use  other  definitions,  but  they  should  start  with  the 
simple  exercises  which  we  suggest. 

The  following  abbreviations  are  used  to  suggest  the  different  methods  of  competi- 
tion which  may  be  used. 

Ind.  C.  =  Individual  Competition,  a,  b,  or  c. 

Rel.  C.  =  Relay  Competition. 

T.  G.  =  Team  Game. 

Games  without  Apparatus 

NOTE.  Return  to  desks  is  always  required  unless  otherwise  indicated  in  the  defi- 
nition. 

1.  Walk  to  rear  wall,  tag  it. 

2.  Walk  to  rear  wall,  tag  it  with  right  (left)  hand. 

no 


3.  Walk  to  front  desk,  tag  it  with  right  (left)  hand. 

4.  Walk  to  front  desk,  tag  it,  walk  to  rear  desk,  tag  it,  walk  to  second 
desk,  tag  it. 

5.  Combine  I  and  3  or  2  and  3. 

6.  Walk  to  front  desk,  turn  once  around. 

7.  Walk  to  front  desk,  shake  right  (left)  hand. 

All  these  and  similar  games  may  be  used  as  individual  competitions 
a,  b,  c  or  as  relay  races. 

In  giving  them  as  Rel.  C.  the  teacher  should  give  the  method  by  which 
the  definition  is  to  be  relayed,  i.e.,  by  adding  "  Tag  next  desk  behind  you  " 
or  "  Tag  next  player  in  front "  or  "  Tag  next  player  behind  you  with 
right  (left)  hand." 

Games  with  Bean  Bags,  Rope  Quoits,  and  Indoor  Baseballs 

A.  Assuming  that  at  the  start  one  red  and  one  green  bean  bag  are  on 
each  of  the  front  desks. 

1.  Bring  red  bean  bag  to  last  desk. 

2.  Bring  green  bean  bag  to  third  desk. 

3.  Exchange  both  bean  bags. 

4.  Exchange  both  bean  bags,  starting  with  forward  bean  bag. 

5.  Exchange  both  bean  bags,  starting  with  green  bean  bag. 

6.  Exchange  both  bean  bags  twice,  starting  always  with  rear  bean 
bag;  etc. 

1-6  either  Ind.  C.  or  Rel.  C. 

B.  Assuming  that  there  are  two  circles  made  with  chalk,  each  ten 
inches  in  diameter,  with  centers  eighteen  inches  apart,  on  the  floor  in 
front  of  each  aisle.    One  bean  bag  in  each  circle. 

1.  Exchange  both  bean  bags. 

2.  Exchange  both  bean  bags,  use  right  (left)  hand  only. 

3.  Put  both  bean  bags  in  right-hand  circle. 

4.  Put  both  bean  bags  in  left-hand  circle,  one  bean  bag  at  a  time,  use 
left  hand  only. 

5.  Exchange  both  bean  bags  twice,  starting  always  with  red  bean  bag, 
and  use  right  hand  only;   etc. 

All  these  exercises  may  be  done  either  Ind.  C.  or  Rel.  C. 

C.  Assuming  that  there  are  circles  on  the  floor,  one  in  front  of  each 
aisle  and  one  at  rear  of  each  aisle. 

1.  Place  both  bean  bags  in  front  circle,  use  left  hand  only. 

2.  Place  green  bean  bag  in  rear  circle. 

3.  Exchange  bean  bags,  starting  with  forward  bean  bag. 

4.  Same,  but  do  it  twice. 

5.  Place  both  bean  bags  in  rear  circle,  one  bean  bag  at  a  time,  starting 
with  green  bean  bag,  and  use  left  hand  only ;  etc. 

1-5  either  Ind.  C.  or  Rel.  C. 

D.  Assuming  that  both  bean  bags  are  on  front  desk.    Rel.  C.  only. 

i.  Pass  one  bean  bag  with  right  hand  overhead  backwards  from  desk 
to  desk  to  last  desk. 

in 


2.  Return  bean  bag  overhead  forwards  to  front  desk,  use  right  hand. 

3.  Pass  both  bean  bags,  one  at  a  time,  overhead  back  to  last  desk  and 
forwards  to  front  desk,  repeat  three  times ;   etc. 

NOTE.    These  are  relay  passing  races ;   see  special  notes. 

E.  Tossing  exercises.    Use  bean  bags  or  indoor  baseballs. 

NOTE.    Nos.  I  and  7  stand,  facing  each  other,  at  the  opposite  ends  of  aisles. 
After  these  have  had  their  practice  let  Nos.  2  and  5  stand,  and  continue  until  all 
have  had  tossing  and  catching  practice. 

1.  Toss  with  right-hand  underhand  toss  and  catch  with  both  hands. 

a.  Front  to  rear,  toss. 

b.  Rear  to  front,  toss. 

c.  Repeat  five  times,  toss. 

2.  Toss  with  left-hand  underhand  toss  and  catch  with  right  hand. 
a,  b,  and  c  the  same  as  before. 

3.  Toss  with  left-hand  underhand  toss  and  catch  with  both  hands. 
a,  b,  and  c  the  same  as  before. 

4.  The  same  as  I,  2,  and  3,  but  with  right-hand  or  left-hand  overhead 
toss. 

5.  The  same  as  I,  2,  3,  and  4,  but  catching  with  either  right  or  left 
hand  only. 

6.  It  is  assumed  that  all  seven  numbers  of  a  team  are  standing  in  the 
aisle,  each  number  on  the  right  side  of  his  chair,  and  that  Nos.  I  stand  in 
front  of  aisle,  facing  their  teams. 

a.  Toss  in  turn  to  each  number.     (Each  number  sits  down  quickly 

after  he  has  tossed  back  to  No.  i.) 

b.  Toss  twice  to  each  number,  starting  with  last  number.     (Now 

each  lower  number  gets  up  quickly  after  next  higher  num- 
ber has  returned  the  toss,  etc. ) 

F.  Tossing  exercises  with  rope  quoits  without  pins. 

1.  Toss  quoit  with  right  hand  and  ring  with  right  hand. 

2.  Repeat  the  same  forwards  and  back  five  times. 

3.  Use  two  (four,  etc.)  rope  quoits  in  succession. 

4.  Run  to  end  of  aisle  and  toss  rope  quoit  to  next  number  of  team. 

5.  Toss  with  right  and  ring  with  left  arm. 

6.  Toss  with  left  hand  and  ring  with  left  hand ;  etc. 

Candle  Pin  Games 

A.    Passing  games. 

Assuming  that  there  are  two  candle  pins  on  the  first  desk  of  each  team. 
It  is  well  to  have  also  the  regulation  two  bean  bags  on  the  first  desk. 
When  candle  pins  are  used  the  bean  bags  should  act  as  cushions  for  the 
candle  pins.  When  transferring  candle  pins  to  last  desk  one  bean  bag 
should  be  on  last  desk. 

i.  Pass  one  candle  pin  overhead  backwards  to  last  number  of  team, 
use  both  hands. 

112 


2.  Pass  the  same  to  front  in  the  same  manner. 

3.  Pass  one  candle  pin  overhead  backwards  and  forwards,  touching  it 
to  the  mark  at  each  end. 

4.  Pass  the  pin  six  times  up  and  back. 

5.  Pass  both  pins,  one  at  a  time,  overhead  backwards,  use  both  hands. 

6.  The  same  back  to  front. 

7.  The  same  up,  back,  and  up. 

8.  The  same  twice  up  and  back  and  again  once  up. 

9.  Pass  one  pin  up,  back,  and  up  to  the  fifth  (3,  4,  6,  8)  number  of 
the  team. 

10.  Pass  pin  back  to  last  number,  who  brings  it  back  to  front  desk. 

11.  Pass  pin  to  fifth  number,  who  places  it  in  right-hand  aisle,  blue 
end  up. 

12.  Pass  both  candle  pins,  first  to  seventh  number,  second  to  fourth 
number,  who  place  them  in  right-hand  aisle,  blue  ends  up ;  etc. 

B.  Setting-up  games. 

Assuming  that  there  are  two  candle  pins  for  each  team.  Mark  two 
ten-inch  circles  eighteen  inches  in  front  of  aisle,  with  the  two  centers 
eighteen  inches  apart.  Do  the  same  at  the  rear  of  aisle.  Place  one  candle 
pin  into  each  of  the  forward  circles,  with  blue  end  up. 

1.  Turn  right-hand  pin  upside  down. 

2.  Turn  left-hand  pin  upside  down. 

3.  Turn  both  pins  upside  down. 

4.  The  same  as  i,  2,  and  3,  but  with  right  or  left  hand  only. 

5.  Exchange  pins  from  one  circle  to  the  other,  use  both  hands  at  the 
same  time. 

6.  The  same  with  either  right  or  left  hand  only. 

7.  Place  both  pins,  red  ends  up,  in  right-hand  circle. 

8.  The  same  with  either  right  or  left  hand  only. 

9.  Transfer  both  pins,  one  at  a  time,  to  right-hand  circle  in  rear  of 
aisle,  both  with  red  ends  up,  use  right  hand  only. 

10.  Place  both  candle  pins,  blue  ends  up,  one  on  top  of  the  other  in  left- 
hand  circle. 

11.  Transfer  both  candle  pins  (one  is  now  supposed  to  be  on  top  of 
the  other)  to  right-hand  circle,  or  touch  lower  pin  only. 

12.  From  previous  position.    Turn  both  pins  upside  down  and  transfer 
to  left-hand  circle,  use  right  hand  (left)  only;  etc. 

C.  It  is  assumed  that  one  candle  pin  is  in  each  of  the  forward  circles 
and  that  one  rope  quoit  is  around  each  of  them. 

1.  Exchange  the  two  rope  quoits. 

2.  Transfer  right-hand  rope  quoit  to  left  pin. 

3.  Transfer  both  to  right-hand  pin. 

4.  Transfer  both  quoits  to  left-hand  pin,  one  quoit  at  a  time,  use  left 
hand  only. 

5.  (Rope  quoits  are  in  starting  position.)     Exchange  quoits  and  ex- 
change pins,  use  left  hand  only. 

6.  Exchange  candle  pins,  exchange  rope  quoits,  and  turn  candle  pins 
upside  down.- 

7.  Like  6,  but  use  right  (left)  hand  only;  etc. 


Bowling  Games  with  Indoor  Baseball 

NOTE.  For  these  games  there  should  be  one  indoor  baseball  or  one  two-pound 
medicine  ball  for  each  team.  For  some  of  these  games  there  should  also  be  one,  two, 
or  three  candle  pins  for  each  team. 

A.  Without  pins.    The  members  of  a  team  take  turns  in  front  and  in 
rear  of  aisle.     In  receiving  a  bowled  ball  the  pupils  should  take  a  toe- 
deep-knee-bend  position.    The  bodies  should  remain  perpendicular. 

1.  Bowl  with  right  hand  and  receive  with  both  hands. 

2.  Bowl  three  times  forwards  and  back;   etc. 

B.  With  one  candle  pin  in  the  middle  of  the  rear  end  of  aisle.    Each 
candle-pin  fall  to  count  one,  five,  ten,  or  more  points. 

1.  Play  single-candle-pin  bowling  game,  one  ball  to  each  player,  one 
inning,  captains  take  charge. 

2.  Play  single-candle-pin  bowling  game,  each  player  to  throw  three 
balls  in  succession,  one  hit  to  count  five  points,  two  hits  to  count  ten  points, 
three  hits  to  count  twenty  points,  play  two  innings,  captains  take  charge ; 
etc. 

C.  Mark  a  twelve-inch  equilateral  triangle  at  the  rear  end  of  aisle,  one 
apex  of  the  triangle  pointing  towards  the  front.    Place  one  candle  pin  on 
each  corner  of  the  triangle. 

i.  Play  three-candle-pin  bowling  game,  three  consecutive  throws  for 
each  player,  play  three  innings,  captains  take  charge. 

The  scoring  in  this  game  is  to  be  as  follows :  one  candle-pin  fall  counts 
five  points,  two  count  ten  points,  three  count  twenty  points.  Three  pins 
may  fall  with  first  ball;  this  would  make  twenty  points  and  two  throws 
would  be  left.  The  pins  must  now  be  set  up  again.  All  three  pins  are  to 
be  set  up  for  each  new  player  and  again  for  the  same  player  every  time  he 
has  one  or  two  throws  left.  With  three  perfect  throws  a  player  may  score 
sixty  points. 

NOTE.  Organization  of  management  should  be  such  that  the  balls  are  returned  to 
the  bowler  and  the  pins  are  set  up  without  loss  of  time  and  without  causing  disorder 
or  interference  with  other  teams.  In  this  game  the  score  keeper  should  sit  in  the  last 
desk  and  the  captain  should  stand  where  he  can  best  oversee  the  game.  The  other 
members  of  the  team  should  take  turns  in  setting  up  the  pins. 

Rope-Quoit  Pin  Toss 

Place  the  pins  eighteen  inches  in  front  of  the  aisles  and  mark  a  line 
where  the  pins  are  to  stand. 

Mark  a  tossing  line  across  the  aisles. 

Begin  with  a  six-foot  distance  and  gradually  lengthen  the  distance  one 
foot  at  a  time.  If  more  than  two  quoits  are  available,  use  more  for  each 
team,  since  it  helps  in  developing  skill.  Rope-quoit  pin  games  are  very 
difficult. 

The  scoring  in  regular  games  is  to  be  as  follows : 

Every  first  quoit  ring  equals  one  point. 

Every  second,  if  in  succession,  equals  four  points. 

Every  third,  if  in  succession,  equals  nine  points. 

Every  fourth,  if  in  succession,  equals  sixteen  points. 

114 


Every  fifth,  if  in  succession,  equals  twenty-five  points. 

Every  sixth,  if  in  succession,  equals  thirty-six  points. 

The  total  for  six  in  succession  equals  ninety-one  points. 

As  soon  as  one  quoit  is  missed  the  next  must  again  be  a  first  ringing. 

i.  Play  rope-quoit  pin  toss  with  eight-foot  distance,  use  two  (four  or 
six)  quoits  in  succession,  play  one  inning,  captains  take  charge;  etc. 

Target  Toss  with  Bean  Bags 

Two  bean  bags  are  at  first  enough  for  any  grade.  In  the  primary  grades 
one  twelve-inch  circle  drawn  on  the  floor  and  about  eighteen  inches  in 
front  of  the  aisles  will  serve  the  purpose.  In  the  middle  grades  we  should 
begin  using  the  two-ring  target  described  under  play  implements.  In  the 
upper  grades  the  three-ring  target  should  be  used.  In  the  lower  grades 
use  two  bean  bags  in  successive  throws,  in  the  middle  grades  use  four,  and 
in  the  upper  grades  use  six. 

A  bean  bag  scores  if  it  rests  on  any  part  of  a  circle.  If  it  obliterates 
any  part  of  a  circle,  the  points  indicated  for  the  area  inside  this  circle  will 
be  the  score. 

For  instance,  if  a  bean  bag  rests  over  the  inner  circle  of  the  target 
which  has  as  center  field  the  loo-point  score,  this  bean  bag  scores  one  hun- 
dred points,  even  if  only  one  small  corner  of  the  bean  bag  obliterates  part 
of  this  circle  which  surrounds  the  center  field.  If  two  bean  bags  happen 
to  rest  one  on  the  other,  judge  first  the  upper  one,  then  remove  this  one, 
and  then  judge  the  other  bean  bag. 

The  targets  should  always  be  placed  in  front  of  the  aisles. 

In  the  lower  grades  use  a  distance  of  ten  to  fifteen  feet ;  in  the  middle 
grades  use  a  distance  of  fifteen  to  eighteen  feet ;  in  the  upper  grades  use 
a  distance  of  eighteen  to  twenty-five  feet. 

The  tossing  lines  should  be  clearly  marked  with  chalk  and  should  be 
carefully  measured  off.  They  should  always  be  opposite  a  chair  and  not 
in  line  with  any  part  of  a  desk. 

If  a  player  oversteps  the  tossing  mark  while  tossing  a  bean  bag,  the 
bean  bag  so  tossed  does  not  score,  even  if  it  rests  on  any  part  of  the 
target. 

1.  Play  target  toss,  use  one  twelve-inch  circle  marked  on  the  floor  at 
a  ten-foot  distance,  use  two  bean  bags  for  each  player,  play  one  inning, 
prize  for  the  best  managed  team  100  points,  captains  take  charge. 

2.  Play  target  toss,  use  two-circle  target  with  fifteen-foot  distance,  use 
four  bean  bags  for  each  player,  play  two  innings,  prize  of  100  points  for 
the  team  making  the  highest  score,  captains  take  charge. 

3.  Play  target  toss,  use  three-ring  target  with  twenty-foot  distance,  six 
bean  bags  for  each  player,  play  three  innings,  prize  of  200  points  for  the 
team  on  which  the  players  use  the  best  form  in  tossing,  captains  take 
charge. 

4.  Play  target  toss,  use  the  three-ring  target  with  twenty-foot  distance, 
play  three  innings,  use  the  5OO-point  score,  captains  take  charge. 

In  this  game  of  500  points  a  score  is  recorded  only  if  one  or  more 
players  of  the  same  team  complete  an  even  5OO-point  score. 

If,  for  instance,  one  or  more  players  have  scored  so  far  only  450  points, 


the  next  bean  bag  must  make  only  a  5O-point  score.  If  the  player  making 
this  toss  succeeds  in  placing  his  bean  bag  for  a  5o-point  score,  it  completes 
the  500  score  and  must  now  be  put  down  to  the  credit  of  this  team. 

If  this  bean  bag  should,  however,  land  on  the  75-point  field,  it  would 
make  the  score  525  points  and  thereby  invalidate  all  the  points  made,  and 
the  other  bean  bags  must  now  be  employed  to  start  another  game  of  500. 

The  following  may  be  another  instance  where  scores  made  may  be 
invalidated : 

A  player  tosses  four  bean  bags  in  succession  into  the  loo-point  field  and 
his  fifth  bean  bag  lands  in  the  75-point  field.  It  is  evident  that,  having  a 
475-point  score,  no  even  5oo-point  score  can  be  made,  since  there  is  no 
25-point  score  possible.  The  team  had  better  give  up  at  once  the  points 
made  and  use  the  next  bean  bag  to  start  on  a  new  5oo-point  score. 

The  important  point  in  this  game  is  that  only  an  even  5OO-point  score 
may  be  recorded. 

If  a  player  places  five  bean  bags  in  succession  into  the  loo-point  field, 
he  makes  a  fair  5<DO-point  score  and  should  now  use  his  remaining  bean 
bag  to  start  a  new  game  of  500.  If  he  should  make  again  a  loo-point 
score,  or  any  other  score  with  this  sixth  bean  bag,  he  has  started  a  new 
game  of  500,  which  the  remaining  players  must  finish. 

In  playing  one  or  more  innings  the  effort  should  be  to  complete  as  many 
5oo-point  scores  as  possible. 

Remember  that  no  other  score  may  be  recorded  on  the  score  cards. 

Games  with  Blocks 

A  team  now  represents  a  construction  gang.  The  captain  is  now  the 
master  builder. 

Each  child  has  one  or  more  blocks.  The  game  is  played  in  the  form  of 
relay  competitions. 

The  prizes  are  to  be  announced  before  the  games  start.  They  should 
be  given  either  for  speed  or  for  accuracy  or  for  both.  The  accuracy  prize 
should  always  be  the  more  valuable  one. 

The  teacher  or  leader  should  have  a  number  of  blocks  on  a  table  in 
front  of  all  the  teams  and  where  every  player  may  see  the  type  of  con- 
struction which  is  to  form  the  unit  for  the  block-building  contest. 

The  teacher  announces  "  Build  a  tower,  lay  two  blocks  at  a  time,  use 
this  model  as  a  unit." 

The  teacher  now  quickly  builds  a  unit  with  the  help  of  one  or  more 
blocks. 

As  soon  as  she  has  completed  the  unit,  and  if  she  is  satisfied  that  the 
pupils  have  had  sufficient  time  to  study  the  unit,  she  gives  the  starting 
signal  "  go." 

The  first  player  now  walks  or  runs  forwards  to  the  building  line,  which 
has  previously  been  drawn  on  the  floor  eighteen  inches  in  front  of  the 
aisle. 

Arrived  here  the  first  player  lays  down  his  two  blocks  in  such  a  manner 
that  he  either  completes  one  unit  or  that  the  next  player  may  complete  it 
if  the  unit  takes  more  blocks  than  an  individual  player  has. 

After  the  first  player  has  completed  his  "  job  "  he  returns  and  tags  the 

116 


SAMPLE     UNITS 

FOR 

BLOCK  BUILDING  GAMES 


rfl 


2  3  * 

WALL 


WALL 


7  8 

WALL  OR   TOWER 


n 


a  10 

WALL   OR  TOWER 


II 
WALL 


I I 

12 


13  14 

WALL  OR  TOWER 


I I 


15 


16 


WALL  OR  TOWER 


18 


Ii; 


24 

WALL  OR  TOWER 


28 


23 

WALL  OR  TOWER 


2? 
WALL,  TOWER  OR  FLOOR         WALL  OR  TOWER 


WALL 


29 


3O 
WALL  OR  TOWER 


31 
WALL 


118 


32  35 

WALL  OR  TOWER 


34 

WALL,  TOWER  OR  FLOOR 


36 

WALL  OR  BEAT 


Jtl 


37 
WALL  WITH  SEAT 


38 
STAIRS  OR  WALL 


FOR  EXTENDED  USE  OTA  UNIT; 
WALL  OR  TOWER 


119 


next  player.  The  tag  is  the  signal  for  the  next  player  to  do  his  part  of 
the  building.  The  building  thus  continues  until  each  player  has  done  his 
part. 

The  team  which  first  finishes  wins  the  speed  prize. 

The  teacher  then  examines  the  various  buildings  and  announces  the 
accuracy  prize. 

A  team  which  has  a  unit  wrong  cannot  get  either  speed  or  accuracy 
prize. 

A  player  following  a  player  who  made  a  mistake  in  the  unit  may  correct 
the  unit  of  the  previous  player. 

The  captain  as  master  builder  may  direct  any  changes,  and  when  his 
turn  as  last  player  comes  he  may  "  improve  "  the  whole  structure.  He 
may  do  this  at  the  risk  of  losing  the  speed  prize,  if  he  thinks  he  can 
thereby  win  the  accuracy  prize  for  his  team. 

A  time  limit  should  be  set  upon  each  game  by  counting  one  —  two  — 
three  —  four  —  five  —  six  in  slow  rhythm  after  the  first  team  has  com- 
pleted its  building. 

After  one  structure  is  completed  on  the  floor  the  next  one  may  be  built 
right  in  front  of  it.  The  teacher  simply  announces  how  many  blocks  each 
player  is  to  take  off  the  old  structure. 

Occasionally  let  each  number  of  each  team  complete  a  whole  structure 
with  twelve  or  more  blocks. 

The  following  terms  should  be  used  in  building  structures : 

1.  "  Build  a  tower."    This  means  that  the  units  are  built  one  on  top 
of  the  other.    In  other  words,  "  tower  "  means  building  up  from  the  floor. 

2.  "  Build  a  wall."    This  means  that  the  units  are  placed  like  a  wall, 
i.e.,  along  the  floor.     In  this  case  the  builders  are  to  observe  in  which 
direction  the  teacher  laid  down  her  unit,  i.e.,  from  east  to  west  or  reverse, 
or  from  north  to  south  or  reverse. 

3.  "  Build  a  floor."    This  means  that  the  units  are  part  of  a  mosaic  or 
inlaid  floor.    In  this  case  directions  must  also  be  observed. 

4.  "  Build  stairs,"  etc. 

A  number  of  sample  units  are  given  in  the  diagrams. 

NOTE.  This  game  presents  an  infinite  variety  of  exercises  which  stimulate  ob- 
servation of  detailed  patterns,  forms,  angles,  and  lines.  We  recommend  to  each 
school  the  purchase  of  one  or  more  boxes  of  Hennessey's  building  blocks. 

The  children  play  these  games  with  great  enthusiasm,  and  since  they  also  develop 
a  high  degree  of  judgment  and  manipulative  skill,  we  urge  that  the  teachers  en- 
deavor to  work  out  more  units  than  are  given  in  these  suggestive  diagrams. 


120 


SETTING-UP  EXERCISES  FOR  USE  IN  HIGH 
SCHOOLS  AND  JUNIOR  HIGH  SCHOOLS 

With  a  Statement  Giving  the  Theory  Underlying  the  Exercises 
and  Directions  for  Conducting  them 

Why  they  are  Needed  in  our  Schools 

It  should  be  clearly  understood  by  both  masters  and  pupils  that  the 
Schoolroom  drill  or  setting-up  exercises  are,  in  the  first  place,  emergency 
relief  measures  and,  as  such,  our  only  effective  means  of  meeting  the  child's 
physical  needs  during  school  hours. 

It  is  an  emergency  relief  measure  because,  in  the  planning  of  the  school 
education,  the  physical  child  is  not  as  yet  sufficiently  provided  for,  either 
as  to  buildings  or  as  to  curriculum.  In  other  words,  there  is  no  place  for 
natural  physical  work.  We  have  no  adequate  yards  nor  suitable  labora- 
tories for  physical  education. 

It  should  also  be  clearly  understood  that  these  drills  are  not  to  be  lessons 
in  gymnastics.  Gymnastics  can  be  taught  effectively  only  by  trained  and 
experienced  teachers.  To  make  out  of  these  drills  gymnastic  lessons  for 
the  development  of  special  skill  would  defeat  their  purpose,  because  such 
work  would  demand  mental  concentration  and  profound  effort  as  much 
as  any  other  educational  subject.  Certain  mental  efforts  are,  as  will  be 
shown  later,  necessary  for  the  best  interest  of  these  drills,  but  they  must 
be  simply  directed  towards  vigorous  muscular  work  and  the  formation  of 
a  philosophical  state  of  mind.  Exercises  of  skill,  constantly  varying  move- 
ments, i.e.,  constant  progression,  are  not  for  the  best  interest  of  -these 
drills.  It  is  with  these  drills  much  like  a  sensible  attitude  in  matters  of 
diet.  A  wholesome  steady  diet  with  slight  variations  and  few  luxuries  is, 
in  the  long  run,  the  best  food  for  the  human  system. 

\Ye  are  modifying  more  than  ever  our  intellectual  education  in  order 
to  meet  the  demands  which  the  twentieth  century  life  puts  upon  mankind. 
If  these  demands  for  future  intellectual  efficiency  require  modification  of 
the  physical  training  and  increased  mental  occupation  with  a  corre- 
sponding decline  in  neuromuscular  activities,  we  must  at  least  institute 
such  relief  measures  as  will  insure  continuous  healthy  growth. 

Health  —  i.e.,  mental,  moral,  and  physical  efficiency  —  demands  muscu- 
lar activities  from  birth  until  death,  and  it  declines  if  these  are  interfered 
with  at  any  time. 

The  schoolroom  is  in  itself  an  artificial  environment  for  the  child.  Pro- 
longed mental  and  physical  efforts  are  impossible  for  a  child,  especially 
when  the  physiological  needs  are  only  imperfectly  met.  Prolonged  seden- 
tary occupation  is  harmful  throughout  life,  but  becomes  positively  injuri- 
ous during  childhood  and  adolescence,  and  efficient  adult  life  cannot  result 
therefrom.  We  cannot  at  once  alter  our  buildings,  enlarge  our  yards,  and 


121 


have  outdoor  and  indoor  well-balanced  intellectual  and  physical  education. 
Until  we  can  have  this  we  must  have  emergency  relief  drills.  These  drills 
may  become  monotonous,  as  may  any  other  educational  measure.  At 
present  we  have  more  perfunctory  physical  education  in  our  schools  than 
in  any  other  educational  branch,  because  we  have  as  yet  very  few  teachers 
who  can  teach  this  subject  in  an  effective  manner,  especially  since  modern 
fashions  have  forced  the  majority  of  our  teachers  themselves  to  lead  an 
unhygienic  mode  of  life.  In  order,  then,  to  make  these  drills  truly  effec- 
tive, let  the  teachers  make  clear  to  the  pupils,  first,  the  close  interrelation 
of  body,  mind,  and  soul ;  secondly,  that  these  drills  are  a  necessary  emer- 
gency measure ;  and,  thirdly,  that  the  present  world  needs  more  than  ever 
enthusiastic  and  efficient  models  in  the  education  of  its  young. 

Why  are  these  Drills  Needed  in  our  High  Schools? 

The  high-school  age  is  an  important  period  in  the  development  of  vital 
racial  functions.  It  is  also  the  period  when  matter  will  influence  mind 
more  than  at  any  later  period.  It  is  the  time  when  mind  must  learn  to 
control  matter.  It  is  the  time  when  congestion  of  blood  is  becoming  less 
dangerous  to  general  growth,  but  when  delicate  physical  and  mental  func- 
tions may  receive  permanent  injury  therefrom.  Because  it  is  a  period  of 
struggle  between  mind  and  matter,  morbid  physical  conditions  may  do 
much  harm.  These  morbid  conditions  are  the  more  dangerous  on  account 
of  our  predominatingly  nervous  life,  our  lack  of  fundamental  motor  and 
sensory  education,  and  our  premature  intellectual  training. 

The  high-school  age  is  a  favorable  time  for  training  mental  and  phys- 
ical application,  but  the  duration  of  efficient  application  is  still  compara- 
tively short.  The  best  results  are  obtained  by  frequent  change  and  regular 
periods  of  physical  and  mental  recreation. 

Since  this  is  an  important  age  for  the  development  of  the  power  of  ap- 
plication and  concentration,  physical,  like  moral  education,  should  be 
systematic  and  demand  concentration  and  effort.  Exercises  perfunctorily 
performed  are  never  truly  educational  nor  hygienic  and  are  harmful  to 
the  development  of  character. 

Aim  of  Each  Drill 

Each  drill,  in  order  to  accomplish  its  aim,  must  bring  about: 

1.  General  muscular  activity,  causing  improved  circulation  of  blood 
and  lymph,  thereby  relieving  congested  areas,  and  causing  improved  oxy- 
genation  of  the  blood  and  increased  elimination  of  waste  products. 

2.  Enough  mental  stimulation  to  insure  efficient  voluntary  muscular 
actions,  thereby  diverting  the  mind  from  purely  intellectual  work. 

Best  Time  for  these  Drills 

If  we  had  a  ten  to  fifteen  minutes'  recess  in  every  school  hour,  during 
which  every  child  could  be  obliged  to  go  into  the  open  air  for  natural 
recreation  with  large  muscular  activities,  these  drills,  as  a  relief  measure, 
would  not  be  necessary.  Then  these  drills,  being  only  educational  lessons 
for  the  development  of  good  postures,  might  be  given  at  any  time  when 
they  would  fit  into  the  study  scheme  of  each  school. 

122 


Since  we  have  not  such  hourly  recesses  these  drills  are  mainly  a  relief 
measure  and  should  be  employed  whenever  relief  is  most  needed,  which  is 
usually  at  the  middle  of  the  session. 

There  cannot  be  any  doubt  that  the  time  which  is  spent  on  these  drills 
is  readily  made  up  by  the  pupils,  because  their  mental  machinery  is  in 
better  condition  for  intellectual  work  whenever  their  WHOLE  SYSTEM  is* 
in  accord.     Brain  efficiency  suffers  more  quickly  from  congested  condi- 
tions than  any  other  part  of  the  human  mechanism. 

To  secure  an  efficient  relief  the  time  for  these  drills  must  be  well  em- 
ployed and  some  really  vigorous  physical  work  must  be  done. 

Quality  of  Work  as  Important  as  Quantity 

Nervous  physical  work  does  not  produce  good  results,  nor  can  perfunc- 
tory performance  bring  general  relief.  Steady,  vigorous  movements,  de- 
manding attention  and  effort,  are  necessary. 

Full  enjoyment  in  doing  a  task  not  only  makes  the  task  usually  easier, 
but  also  more  effective.  To  make  an  emergency  measure  really  an  enjoy- 
able performance  is  very  difficult  and  usually  demands  an  appeal  to  the 
intellect.  We  can  always  get  a  good  measure  of  pleasure  out  of  every- 
thing if  we  thoroughly  appreciate  the  purpose  of  the  thing  we  have  to  do. 
To  demand  of  these  physical  training  lessons  more  than  we  do  of  any  other 
school  measure  is  evidently  unjust.  It  is  a  much  harder  subject  to  make 
attractive  to  pupils  than  any  other  subject  in  the  schoolroom,  because  in 
no  other  subject  are  our  means  as  ill  adapted  as  in  the  physical  work.  The 
purpose  must  justify  our  means.  Let  every  pupil  understand  the  purpose, 
teach  him  to  study  the  effects,  and  there  will  soon  come  the  time  when 
these  drills  will  become  a  very  valuable  and  pleasurable  HABIT. 

How  to  Make  these  Drills  Attractive 

It  is  not  only  necessary  that  the  physical  reaction  in  each  individual 
become  pleasurable,  and  that  these  exercises  produce  a  feeling  of  relief 
from  the  cramped  conditions  of  joints  and  the  heaviness  of  limbs,  but  that 
each  pupil  experience  a  feeling  of  increased  power  and  strength.  This  can 
come  only  from  vigorous,  whole-hearted  work,  and  the  philosophy  of  it 
becomes  an  ever-increasing  factor  for  success  the  older  our  pupils  grow. 

As  in  other  subjects,  the  individual  will  receive  his  due  returns  from 
whatever  efforts  he  puts  forwards.  Yet  unlike  most  other  subjects  which 
are  taught  in  our  schools,  these  drills  depend  for  their  continued  attrac- 
tiveness upon  whatever  concerted  action  can  be  produced  by  individuals. 
Singing,  dancing,  marching  have  always  proved  attractive  to  normal 
human  beings  on  account  of  the  beauty  of  concerted  action.  Thus,  in 
order  to  make  these  drills  permanently  attractive,  it  is  necessary  to  get 
good  concerted  action  of  many  greatly  differing  individuals.  This  is  not 
any  easy  matter  when  we  consider  the  great  difference  in  the  physiological 
ages  of  the  pupils  in  most  of  our  classes,  where  thus  far  only  calendar  age 
and  the  intellectual  efficiency  have  been  the  guiding  rule.  But  the  attrac- 
tiveness of  this  work  depends  so  greatly  upon  this  concerted  action  that, 
next  to  honest  individual  effort,  this  must  be  our  first  consideration.  This 
is  not  hard  to  get  if  we  work  at  first  mainly  for  quality,  and  only  after 

123 


this  has  been  established,  for  quantity.  In  this  the  response  to  the  com- 
mand or  signals  is  at  first  of  slightly  greater  importance  than  the  form 
of  the  individual  movement,  provided  a  good  muscular  effort  has  been 
made.  Later  on  individual  form  becomes  of  equal  importance. 

Prize  Competitions 

The  headmasters  of  schools  are  urged  to  conduct  prize  competitions  at 
least  twice  during  each  school  year.  A  shield  or  banner  should  be  offered 
for  the  best  boys'  and  the  best  girls'  squads  and  medals  for  the  leaders 
whose  squads  win  the  competitions. 

Such  a  competition  should  consist  of  preliminary,  semi-final,  and  final 
contests. 

These  prize  competitions  will  easily  repay  all  the  trouble  they  may  cost. 

Competition  has  always  been  the  great  driving  force  in  human  existence 
and  progress.  The  development  of  health,  self-management,  and  coopera- 
tion which  we  stimulate  so  effectively  through  these  elected  boy  and  girl 
leaders  is  worthy  of  special  stimulation  by  prizes. 

Teachers,  Leaders,  and  Commands 

These  three  factors  are  of  great  importance  for  effective  drillwork,  yet 
this  combination  is  rarely  found  in  one  person. 

The  teaching  demands  an  intimate  knowledge  of  correct  form  and 
execution  of  physical  movements.  Leadership  requires  perfect'  physical 
example,  and  commands  depend  for  their  effectiveness  upon  peculiar  natu- 
ral adaptation  and  considerable  experience. 

It  is  best,  therefore,  that  we  make  use  of  a  combination  in  these  drills 
which  should,  of  course,  fje  supervised  by  the  regular  class  teachers. 
Those  who  are  physically  capable  of  demonstrating  the  movements  cor- 
rectly should  by  dress  and  form  of  execution  set  a  good  example.  Pupils 
of  dignified  bearing  and  capable  of  demonstrating  in  good  form  should  be 
elected  by  the  pupils  or  appointed  by  the  masters.  There  should  be  at 
least  two  boy  leaders  and  two  girl  leaders  for  each  classroom.  After  these 
have  been  elected  by  the  class  they  should  be  given  special  instruction  in 
leadership  and  technique  of  exercise  by  the  director  of  physical  education. 

The  supervising  teacher  should  aim  to  develop  class  and  team  spirit, 
i.e.,  loyalty  and  good  leadership. 

In  thfe  beginning  the  leaders  should  stand  before  the  class ;  later,  when 
the  work  is  well  established,  they  should  move  about  in  order  better  to 
observe  each  individual. 

Commands 

Commands  are  of  the  greatest  importance  in  all  drill  work  and  on 
them  depends  to  a  large  measure  the  success  of  the  work.  The  commands 
which  are  outlined  for  this  drill  are  chosen  with  a  view  of  avoiding  too 
much  mental  effort  on  the  part  of  the  pupil  and  of  making  this  work  as 
simple  as  possible  for  the  leader. 

A  command  consists  of  two  parts:  (a)  command  of  preparation,  (b) 
command  of  execution.  The  command  of  preparation  must  be  given  in 
a  clear  and  steady  but  somewhat  slow  tone  of  voice.  The  command  of 

124 


execution  must  be  short  and  sharp,  but  never  shrill,  whenever  smart  re- 
sponse is  expected.  There  should  always  be  a  distinct  pause  between  these 
two  commands.  Instant  response  should  follow  the  command  of  execu- 
tion. Whenever  the  exercise  is  to  be  executed  in  slow  rhythm,  the  com- 
mand of  execution  should  be  given  in  a  raised  tone  of  voice,  but  the  word 
used  should  be  somewhat  drawn  out.  The  loudness  of  the  command  must 
depend  upon  the  size  of  the  room  and  the  noise  which  may  be  caused  by 
the  moving  pupils.  A  command  which  cannot  be  heard  by  every  pupil  in 
the  room,  either  when  at  ease  or  when  exercising,  is  the  worst  possible 
fault  in  a  drill.  It  is  for  this  reason  that  all  commands  which  are  used  for 
stopping  most  exercises  demand  a  louder  voice  than  all  starting  commands. 

General  Points  to  be  Observed  in  a  Drill 

The  main  object  of  a  drill  is  to  cause  a  wholesome  and  general  reaction 
of  the  circulation.  This  can  result  only  from  sufficient  and  vigorous  mus- 
cular activities  of  the  large  muscles  of  the  body. 

The  ten  to  fifteen  minutes  at  our  disposal  for  this  purpose  is  very 
precious  time,  and  good  reaction  can  result  only  by  using  this  time  most 
conscientiously. 

Instructions,  etc.,  must,  therefore,  be  short  and  to  the  point.  Commands 
should  be  made  only  in  a  general  way.  No  exercise  should  be  stopped 
unless  it  is  for  the  purpose  of  furthering  the  main  aim  of  the  drill,  indi- 
vidual corrections  should  be  made  only  when  the  class  stands  "  at  —  ease." 

As  far  as  the  individual  is  concerned,  our  first  aim  must  be  to  get  good 
vigorous  actions,  and  only  after  this  is  well  established  should  we  aim  for 
good  form. 

As  far  as  the  concerted  actions  of  the  whole  class  are  concerned,  uni- 
form response  must  be  aimed  at  from  the  very  beginning.  In  other  words, 
correct  individual  form  is  a  secondary  consideration  to  vigorous  individual 
and  concerted  class  exercise. 

Before  these  drills  are  started  we  should  be  sure  that  the  pupils  under- 
stand the  hygienic  importance  of  this  work  during  school  hours  and  that 
no  better  means  for  meeting  the  body's  physical  needs  are  at  our  disposal 
in  the  school  buildings. 

The  windows  should  be  open  during  these  exercises.  Aids  should  do 
this  at  the  command  "  prepare  for  exercise." 

No  artificial  ventilation  has  as  yet  been  devised  which  provides  sufficient 
fresh  air  for  a  class  while  it  is  physically  active. 

The  pupils  must  be  instructed  that  tight  clothing  is  always  injurious, 
especially  during  exercise.  It  is  best  to  review  the  lessons  on  personal 
hygiene  which  deal  with  circulation,  respiration,  clothing,  and  shoes. 

\Yholesome  reaction  depends  upon  a  certain  amount  of  exertion  and 
differs  with  each  pupil.  Over-exertion  will  cause  the  opposite  effect.  Each 
pupil  should  study  his  or  her  own  reaction  and  become  familiar  with  those 
conditions  which  may  influence  normal  reaction. 

A  comfortable  glow  over  the  whole  body  and  an  increased  interest  in 
intellectual  work  should  follow  these  drills  if  the  work  has  been  well  done. 
It  is  a  good  sign  of  proper  reaction  if  the  pupils  feel  comfortable  upon 
sitting  down  after  the  drill  in  spite  of  the  lower  temperature  which  re- 

125 


suited  from  the  opening  of  the  windows.  The  children  should  also  learn 
that  wholesome  perspiration  is  a  very  desirable  reaction  for  maintaining 
the  efficiency  of  our  skin  and  that  a  certain  amount  of  perspiration  is  as 
necessary  in  winter  as  it  is  in  summer. 

Those -pupils  who  should  be  excused  from  the  drill  (this  applies  espe- 
cially to  girls)  should  be  allowed  to  take  a  walk  in  the  corridor.  If  for 
some  reason  they  had  better  remain  in  the  room,  they  should  be  made  to 
protect  themselves  with  extra  clothing  while  the  windows  are  open. 

One  objection  that  has  frequently  been  made  against  drills  in  the  class- 
room is  the  noise  made  by  the  pupils.  In  marching  steps  and  other  leg 
exercises  the  noise  can  be  avoided  absolutely  by  insisting  upon  a  light  and 
graceful  step. 

Series  No.  i 

1.  Foot  and  leg  exercise. 

Alternate  foot  placing  forwards,  alternating  with  eight  times  heel  raising  and 

sinking.    Hands  clasped  behind  back. 
Commands : 

"  At-tention." 

"  Left  foot  forwards  —  place." 

"  Foot  and  leg  exercise  —  ready  —  go." 

After  counting  to  fifteen  (slow  march  rhythm), 

"  Halt." 

"  Feet  —  change  "  (count  one  —  two). 

"Ready  — go." 

After  counting  to  fifteen  (slow  march  rhythm), 

"  Halt." 

"  Po-sition." 

"  At  —  ease." 

2.  Foot,  leg,  and  hip  exercise. 

Heel  raising  and  deep  knee  bending  in  series,  hands  resting  on  hips.    Repeat  five 

times. 
Commands : 

"  At-tention." 

"Hips  — firm." 

"  Leg  and  hip  exercise  —  ready  —  go." 

After  counting  to  nineteen  (slow  march  rhythm), 

"  Halt." 

"  Po-sition." 

"  At  —  ease." 

3.  Spinal  exercise. 

Stride  standing  position  with  backwards  pressing  of  head,  deep  breathing,  and 

arms  rotation. 
Commands : 

"  At-tention." 

"  Left  foot  sideways  —  place." 

"  Spinal  exercise  —  ready  —  go." 

After  counting  to  nineteen,  taking  two  counts  to  each  movement, 

"  Halt." 

"  Left  foot  —  re-place." 

"At  — ease." 

4.  Shoulder  exercise. 

Alternate  foot  placing  forwards  with  forwards  sideways  flinging  of  arms  and 

palms  up. 
Commands : 

"  At-tention." 

"  Shoulder  exercise  —  ready  —  go." 

After  counting  to  twenty-three,  slightly  holding  each  odd  number, 

126 


"  Halt." 
"At  — ease." 

5.  Chest  exercise. 

Arms  extension  sideways  and  upwards. 
Commands : 

"  At-tention." 

"  Chest  exercise  —  ready  —  go." 

After  counting  to  thirty-one,  two  counts  for  each  direction, 

"  Halt." 

"At  — ease." 

6.  Balance  exercise. 

Rest  standing,  alternate  forward  bending  of  knees  with  backward  stretching  of 

legs. 
Commands : 

"  At-tention." 

"  Neck  —  firm." 

"  Balance  exercise  —  ready  —  go." 

The  movements  are  executed  on  the  odd  counts  and  held  during  the  even 
counts.    On  thirty-sixth  count, 

"  Halt." 

"  Po-sition." 

"At  — ease." 

7.  Waist  exercise. 

With  upward  bending  of  arms  alternate  foot  placing  forwards  with  alternate  side 

twisting  of  trunk. 
Commands : 

"  At-tention." 

"  Waist  exercise  —  ready  —  go." 

After  counting  eight  times  up  to  four, 

"  Halt." 

"At  — ease." 

8.  Breathing  exercise. 

Arms  circumduction  with  deep  breathing. 
Commands : 

"  At-tention." 

"  Breathing  exercise  —  ready  —  start." 

After  counting  eight  times  up  to  two, 

"  Halt" 

"  At  —  ease." 

"  Break  —  ranks." 

Series  No.  2 
Preparatory  commands : 

"  Class  —  at-tention." 
"  Prepare  for  exercise." 

(Open  windows  and  fix  clothing.) 

1.  Foot  and  leg  exercise. 

Alternate  walk  (c)  standing,  with  heel  raising  in  series,  eight  times  with  each 

foot. 
Commands : 

'  At-tention." 

'  Feet  —  close." 

'  Foot  and  leg  exercise  —  ready  —  go." 

After  counting  to  twenty-three  (slow  march  rhythm), 

'  Class  —  halt." 

'  At  —  ease." 

2.  Foot,  leg,  and  hip  exercise. 

Rest  standing,  alternate  foot  placing  sideways,  with  heel  raising  and  deep  knee 


bending,  in  series. 
Commands : 

"  At-tention." 


127 


"Neck  — firm." 

"  Alternate  foot  placing  sideways,  with  heel  raising  and  deep  knee  bending, 

in  series  —  start." 

After  counting  to  thirty- five,  or  five  times  six  and  five, 
"Class  —  halt"  (on  thirty-sixth  count). 
"  Po-sition." 
"At  — ease." 

3.  Spinal  exercise. 

Alternate  rest  walk  (fr)   standing  with  backward  bending  of  trunk,  repeat  six 

times. 
Commands : 

"  At-tention." 

"  With  neck  firm,  left  foot  forwards  —  place." 

"  Trunk  backwards  —  bend." 

"  Trunk  —  raise." 

"  Feet  —  change  "  (count  one  —  two). 

"  Trunk  backwards  —  bend." 

"  Trunk  —  raise." 

"  The  same,  in  series  —  go." 

After  counting  to  nineteen, 

"Class  — halt." 

"  Po-sition." 

"  At  —  ease." 

4.  Shoulder  exercise. 

Alternate  walk  (b)  cross  (a)  standing  position,  with  sideways  flinging  of  arms, 

in  series. 
Commands : 

"  At-tention." 

"  Arms  forwards  —  bend." 

"  Shoulder  exercise  with  foot  placing,  ready  —  go." 

After  counting  to  twenty-three, 

"  Class  —  halt." 

"  Po-sition." 

"  At  —  ease." 

5.  Chest  exercise. 

Arms  extension  sideways,  upwards,  and  downwards  in  series, 
Commands : 

"  At-tention." 

"  Chest  exercise  —  go." 

After  counting  to  thirty-five, 

"  Class  —  halt." 

"At  — ease." 

6.  Balance  exercise. 

Bend  standing,  alternate  knee  bending  forwards  with  backward  stretching  of  legs. 
The  movements  are  executed  on  the  first  count  and  held  during  the  second  and 
third  counts. 
Commands : 

"  At-tention." 

"Arms  upwards  —  bend." 

"  Balance  exercise  —  start" 

The  exercise  is  executed  in  three  counts. 

Execute  on  the  first  count  and  hold  during  the  second  and  third  counts. 

After  exercising  with  each  leg  four  times, 

"Class  — halt." 

"  Po-sition." 

"At  — ease." 

7.  Back  exercise. 

Rest  stride  jumping,  with  forward  bending  of  trunk,  in  series,  executing  on  the 

first  count  and  holding  on  the  second  count. 
Commands : 

128 


"  At-tention." 

"  Back  exercise  —  ready  —  go." 

Students  must  maintain  a  flat  back  during  the  exercise  and  chins  should 

not  be  allowed  to  protrude.    After  counting  six  times  up  to  eight, 
"  Class  — halt"  (on  last  eighth  count). 
"At  — ease." 

8.  Waist  exercise. 

Alternate  stride  rest  standing,  with  alternate  side  twisting  of  trunk,  in  series. 
Commands : . 

"  At-tention." 

"  Waist  exercise  —  ready  —  go." 

After  counting  up  to  forty-seven  (in  counts  of  eights), 

"Class  — halt." 

"At  — ease." 

9.  Breathing  exercise. 

Toe  standing,  with  arm  circumduction  and  deep  breathing,  in  series. 
Commands  : 

"  At-tention." 

"  Breathing  exercise  —  ready  —  go." 

After  counting  eight  times  up  to  two, 

"Class  — halt." 

"  At  —  ease." 

"Break  — ranks." 

Series  No.  3 

Preparatory  commands : 

"  Class  —  at-tention." 
"  Prepare  for  exercise." 

(Open  windows  and  fix  clothing.) 

1.  Foot  and  leg  exercise. 

Wing  standing,  alternate  foot  placing  forwards  outwards,  with  heel  raising,  in 

series. 
Commands : 

"  At-tention." 

1.  "Hips  — firm." 

2.  "  Foot  and  leg  exercise  —  ready  —  go." 

After  counting  to  twenty- three  (slow  rhythm), 

3.  "  Class  —  halt." 

4.  "At  — ease." 

2.  Foot,  leg,  and  hip  exercise. 

With  upward  bending  of  arms,  alternate  foot  placing  forwards  outwards,  with 

heel  raising  and  deep  knee  bending,  in  series. 
Commands : 

"  At-tention." 

1.  Foot,  leg,  and  hip  exercise  —  ready  —  go." 

After  counting  to  thirty-five,  or  five  times  six  and  five, 

2.  "Class  — halt"  (on  thirty-sixth  count). 

3.  "At  — ease." 

3.  Spinal  exercise. 

Rest  stride  standing,  with  upward  bending  of  arms,  trunk  bending  backwards,  re- 
turning to  rest  stride  standing  position. 
Commands : 

"  At-tention." 

1.  "  With  neck  firm,  left  foot  sideways  —  place." 

2.  ''With  upward  bending  of  arms,  trunk  backwards  —  bend.* 

3.  "  With  neck  firm,  trunk  —  raise."    Movements  to  be  slow  ! 

4.  Repeat  commands  2  and  3. 

5.  "  The  same  in  series  —  go." 
After  six  repetitions, 

6.  "Class  — halt." 

129 


I: 


"  Po-sition." 
"At  — ease." 


4.  Shoulder  exercise. 

With  neck  firm,  alternate  foot  placing  forwards,  alternating  with  upward  bending 

of  arms  and  heel  raising. 
Commands : 

"  At-tention." 

1.  "  With  neck  firm,  left  foot  forwards  —  place." 

2.  "  With  upward  bending  of  arms,  heels  —  raise." 

3.  "  With  neck  firm,  heels  —  sink." 

4.  "  Po-sition." 

5.  "  With  neck  firm,  right  foot  forwards  —  place." 

6.  "  With  upward  bending  of  arms,  heels  —  raise." 

7.  "  With  neck  firm,  heels  —  sink." 

8.  "  Po-sition." 

9.  "  Repeat  in  series  —  go." 

Exercises  taken  from  i  to  8  are  now  repeated  four  times. 

10.  "Class  —  halt."     (Give  "  halt  "  when  pupils  are  in  position.) 

11.  "At  — ease." 

5.  Chtst  exercise. 

Arms  extension  sideways,  upwards  and  sideways. 
Commands : 

"  At-tention." 

1.  "  Arms  sideways,  upwards  and  sideways  —  stretch." 

2.  "  Repeat  in  series  —  go." 

The  unit  is  side  up  side,  side  up  side,  etc. 
Upon  the  thirty-sixth  count, 

3.  "  Class  —  halt." 

4.  "  Po-sition." 

5.  "At  — ease." 

6.  Balance  exercise. 

With  sideways  raising  of  arms  and  alternate  forward  bending  of  knees,  alternate 
upward  raising  of  arms  with  backward  stretching  of  legs,  two  counts  to  each 
movement. 

Commands : 

At-tention.' 


'With  sideways  raising  of  arms,  left  knee  forwards  —  bend." 
'  With  upward  raising  of  arms,  left  leg  backwards  —  stretch." 
'  With  sideways  sinking  of  arms,  left  knee  forwards  —  bend." 
'  Po-sition." 


9- 

10. 


'  The  same  in  series  —  go." 
'Class  — halt." 


ii.  "At  —  ease." 

Always  execute  on  the  first  count  and  hold  on  the  second  count. 

7.  Back  exercise. 

Bend  stride  jumping,  forwards  downwards  bend  of  trunk,  in  series. 
Commands : 

"  At-tention." 

1.  "  Back  exercise  —  ready  —  go." 

With  upward  bending  of  arms  the  pupils  jump  to  stride  position,  then 

with  flat  back  they  bend  trunks  forwards  and  downwards. 
After  counting  six  times  up  to  four, 

2.  "Class  — halt." 

3.  "At  — ease." 

8.  Waist  exercise. 

Alternate  foot  placing  forwards  outwards  with  neck  firm,  alternating  with  twist- 
ing of  trunk  and  upward  bending  of  arms. 
Commands : 

"  At-tention." 

130 


1.  "  Waist  exercise  —  ready  —  go." 
On  the  eight  times  eighth  count, 

2.  "  Class  —  halt." 

3.  "  At  —  ease." 
9.    Breathing  exercise. 

Arms  rotation  with  deep  breathing  and  backward  pulling  of  chin. 
Commands : 

"  At-tention." 

1.  "  Breathing  exercise  —  ready  —  go." 
On  end  of  eighth  repetition, 

2.  "Class  — halt." 

3.  "  At  —  ease." 

4.  "  Break  —  ranks." 

Series  No.  4 
Preparatory  commands : 

"  Class  —  at-tention." 
"  Prepare  for  exercise." 

(Open  windows  and  fix  clothing.) 

1.  Foot  and  leg  exercise. 

Heel  raising  with  outward  rotation  of  heels. 
Commands : 

"  At-tention." 

1.  "Foot  and  leg  exercise  —  ready  —  go." 
After  twelve  repetitions, 

2.  "  Class  —  halt." 

3.  "At  — ease." 

2.  Foot,  leg,  and  hip  exercise. 
Mark  time  with  high  knee  bending. 
Commands : 

"  At-tention." 

1.  "Foot,  leg,  and  hip  exercise  —  ready  —  go." 
On  the  twenty-eight  counts, 

2.  "Class  — halt" 

3.  Spinal  exercise. 

Alternate  foot  placing  forwards  with  sideways  fling  of  arms,  alternating  witf 

backward  pulling  of  chins  and  backward  pressing  of  arms. 
Commands : 

"  At-tention." 

1.  "  With  sideways  flinging  of  arms,  left  foot  forwards  —  place." 

2.  "  With  backward  bending  of  trunk  and  deep  breathing,  arms  back 

wards  —  press." 

3.  "  Raise."     (Return  to  i.) 

4.  "  Po-sition." 

5.  6,  7,  8.    Repeat  same  commands,  but  with  the  right  leg. 

9.    Repeat  i  to  8  three  times  in  series,  i.e.,  without  separate  commands. 

10.  "Class  —  halt."      (Give   "halt"   when   pupils   come   to    fundamenta 

position.) 

11.  "At  — ease." 

4.  Shoulder  exercise. 

Alternate  foot  placing  forwards  with  forward  fling  of  arms,  alternating  with  sid< 

flinging  of  arms  and  heel  raising. 
Commands : 

"  At-tention." 

1.  "  With  forward  flinging  of  arms,  left  foot  forwards  —  place." 

2.  "  With  side  flinging  of  arms,  heels  —  raise." 

3.  "  With  forward  flinging  of  arms,  heels  —  sink." 

4.  "  Po-sition." 

5.  "  Continue  with  right  foot,  and  then  alternate,  in  series  —  go." 
After  nine  repetitions, 

6.  "Class  — halt." 

7.  "At  — ease." 


5.  Chest  exercise. 

Six  repetitions  of  arms  extension ;    first  sideways,  second  upwards,  third  down- 
wards. 
Commands : 

"  At-tention." 

1.  "  Chest  exercise  —  ready  —  go." 

At  the  end  of  the  sixth  downward  extension  pupils  must  halt  without 
another  command. 

2.  "  At  —  ease." 

6.  Balance  exercise. 

Rest  standing,  alternate  with  upward  bending  of  knees,  alternating  with  forward 

stretching  of  legs;    four  counts  to  each  movement. 
Commands : 

"  At-tention." 

1.  "  Balance  exercise  —  ready  —  go." 
After  four  repetitions  with  each  leg, 

2.  "  Class  —  halt." 

3.  "  Po-sition." 

4.  "At  —  ease." 

Each  movement  is  to  be  executed  on  the  first  count  and  positions  are 
to  be  held  three  counts. 

7.  Back  exercise. 

Stretch  stride  jump  position,  with  forwards  downwards  bending  of  trunk,  in 

series. 
Commands : 

"  At-tention." 

1.  "  With  forward  upward  flinging  of  arms  and  a  jump  feet  sideways  — 

place." 

2.  "  Trunk  forwards  downwards  —  bend." 

3.  "  Trunk  —  raise." 

4.  "  To  position  —  jump." 

5.  Repeat  i  to  4  six  times. 

6.  "At  — ease." 

8.  Waist  exercise. 

Alternate  rest  walk  (£)  standing  position,  alternating  with  sideways  bending  of 
trunk. 
Commands : 

"  At-tention." 

1.  "With  neck  firm,  left  foot  forwards  —  place." 

2.  "  Trunk  to  left  —  bend." 

3.  "  Trunk  —  raise." 

4.  "  With  neck  firm,  feet  —  change." 

Hands  and  feet  return  to  position  on  the  first  count  and  right  foot  goes 
forwards  with  neck  firm  on  the  second  count. 

5.  "  Trunk  to  right  —  bend." 

6.  "  Trunk  —  raise." 

7.  Repeat  i  to  6,  in  series,  six  times. 

8.  "  Class  —  halt." 

9.  "At  —  ease." 

9.  Breathing  exercise. 

Arms  circumduction  with  deep  breathing  and  backward  pressing  of  head. 
Commands : 

"  At-tention." 

1.  "  Breathing  exercise  —  ready  —  go." 
At  end  of  eighth  repetition, 

2.  "  Class  —  halt." 

3.  "At  — ease." 

4.  "Break  — ranks." 


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UNIVERSITY  OF  CALIFORNIA  LIBRARY 


